This study starts as a way of making efforts to crystallize the possibility of the interesting grammar education utilizing stories. We need an alternative that can break through the present conditions under which learners remember the grammar class as the most boring and painful experience of learning, and the persistence of the knowledge of grammar, seemingly unable to secure, learned through such painful courses. The critical points this study has are summarized as the following two statements. First, Since the educational contents related to grammar have become unclearly showed as the method of presenting the contents of the grammar education concentrated on explanatory materials since the period of the 5th Curriculum was integrated into other areas when it came to the 7th Curriculum, its educational contents might be considered to be secondary. Second, even if the contents of the grammar education is exclusively presented, it is problematic that it still consists mainly of learning activities that provide a few explanations, examples and lead to repetitious exercise. Based on this critical points, this study explores the possibility for the grammar education utilizing stories to make difference from the delivery of fragmented knowledge to the delivery of contextualized knowledge through the course of the construction of the contents of the part-of-speech unit in accordance with the 2007 revised curriculum.

This study starts as a way of making efforts to crystallize the possibility of the interesting grammar education utilizing stories. We need an alternative that can break through the present conditions under which learners remember the grammar class as the most boring and painful experience of learning, and the persistence of the knowledge of grammar, seemingly unable to secure, learned through such painful courses. The critical points this study has are summarized as the following two statements. First, Since the educational contents related to grammar have become unclearly showed as the method of presenting the contents of the grammar education concentrated on explanatory materials since the period of the 5th Curriculum was integrated into other areas when it came to the 7th Curriculum, its educational contents might be considered to be secondary. Second, even if the contents of the grammar education is exclusively presented, it is problematic that it still consists mainly of learning activities that provide a few explanations, examples and lead to repetitious exercise. Based on this critical points, this study explores the possibility for the grammar education utilizing stories to make difference from the delivery of fragmented knowledge to the delivery of contextualized knowledge through the course of the construction of the contents of the part-of-speech unit in accordance with the 2007 revised curriculum.