A Study on the Implementation of the Teaching-Learning Method in the Grammar Area of Korean Language Subjects

The purpose of this article is to examine the teaching-learning model designed for effective instruction in the grammar area of a Korean subject since 1973, and to examine the problems related to the formal procedure of the teaching-learning plan centered on these teaching-learning models. Through this process, this article seeks to find a methodology to evaluate the effectiveness of the teaching-learning plan devised for grammar education in the Korean language. The teaching-learning model can be said to be the core of educational research in that teaching-learning activities are the most direct actions that determine learners' learning outcomes. For this reason, discussions have been continuously conducted in the Korean language department to develop teaching-learning models or plans for effective learning of individual subjects and to evaluate their efficiency by applying them to the actual learning field. What we are interested in this article is what kind of teaching-learning models have been proposed for the grammar area of a Korean subject so far, and how they can affect the efficiency of teaching-learning methods in the process. The teaching-learning model refers to a series of step-by-step frameworks that induce teachers and learners to access themselves so that they can recognize learning goals and contents and derive effective learning results based on teaching and learning theory. It is understood that this series of step-by-step frameworks can eventually be the basis for determining the success or failure of the teaching-learning model and at the same time can be a means of examining the possibility of grammar education in the grammar area of a Korean subject.