I regard specific Korean language activities as basic unit of grammar teaching phenomenon, and on this basis would present the concept of grammar teaching design for the formulation of positive attitude. For these purposes, the second chapter verifies ...
I regard specific Korean language activities as basic unit of grammar teaching phenomenon, and on this basis would present the concept of grammar teaching design for the formulation of positive attitude. For these purposes, the second chapter verifies the attitude as the result of grammar teaching and defines its meaningness. It also investigates the states of how the attitude factors are dealt in the present grammar teaching. In order to do the research, I conduct the analysis of the national curriculum, interviewing of the teachers, surveying of the learners', and identify that attitude factors are not properly practiced in the grammar teaching.
In Chapter 3, I select and embody the attitude factors. For these purpose, I set up a modern design of grammar teaching that includes attitude factors:① activity-centered grammar teaching, ② process-centered grammar teaching, ③ context-centered grammar teaching, ④ multi-perspective grammar teaching. Based on these perspectives, by analyzing secondary level students' description of grammar learning experience, the present study elucidates that the specific Korean language grammar activities are meta-thinking activities of Korean language, and defines these activities as 'Korean Language Awareness Activity'. Based on these standards of 'Korean Language Awareness Activity', the factors of grammar teaching are selected and defined in detail. The factors of grammar teaching activity are divided into three types. First, 'attitude toward Korean language' - attitude toward the object of Korean language awareness activity; second, 'attitude of Korean language awareness activity(KLAA)' - attitude required during the Korean language awareness activity; third, 'attitude toward KLAA' - attitude about Korean language awareness activity itself. Then, after the characteristics of the factors of each attitude types are outlined, sub-factors of each attitude types are drawn up as a tentative plan regarding secondary students' level. Finally, in the light of the importance of considering attitude factors with knowledge factors, examples of attitude factors selected according to the grammar units are illustrated.
In Chapter 4, I discusses the principles and its feasibility of teaching design for applying the attitude factors to practical grammar teaching. The principles of grammar teaching design are specified as follows: ①principle of indirectness, ② principle of experience-centeredness, ③ principle of integration. With these principles, the present study opts 'Honorification' out to show the actual grammar teaching design for the building up of attitudes. The formerly selected and detailed attitude factors are realized in practice according to the principles of design.