초록 열기/닫기 버튼
With the changing roles and methods of grammar instruction in L2 learning and teaching theories, this study explored the impact of the recent communication- focused grammar learning perspective on the Korean students’ perception of English grammar and grammar learning across school levels. A total of 420 students were drawn from elementary, middle, and high schools situated in metropolitan and small cities. They participated in a questionnaire survey measuring their perceptions on English grammar learning and teaching. The analysis revealed several key findings: First, students’ perceptions exhibited some characteristics of the communication- focused grammar learning view; students acknowledged the value of grammar instruction in enhancing English skills, and they demonstrated a preference for practical application of English in communication, favoring the learning of grammar rules that are simple and essential. Nevertheless, the study uncovered a persistent adherence to traditional goals and methods of grammar instruction; students maintained a focus on accuracy rather than fluency in learning grammar, primarily driven by the aim of achieving high scores in examinations; additionally, the majority of students exhibited a preference for teacher-led, explicit grammar instruction over activity-based, implicit approaches, with middle school students displaying a particularly strong preference for the former. Finally, the study identified variations in students’ perceptions based on school level, with relatively consistent perceptions across different regions.
키워드열기/닫기 버튼
English Grammar Learning and Instruction, Communication-Focused Grammar Learning, Student Perception, School Level, Region
