Analysis of Teaching Difficulty in Chinese Grammar Items and Teaching Strategies: Focusing on Teaching and Learning in Korean Secondary Schools

This study aimed to conduct a survey on Chinese grammar items that are difficult for Chinese language teachers to teach, analyze the results, and provide several suggestions for Chinese grammar education.<br/> To conduct the research, a survey was first carried out with current Chinese language teachers in South Korea. The survey was divided into three sections: basic information, teaching difficulties (selection of grammar items), and teaching difficulties (free-text responses on obstacles in grammar instruction). We examined the characteristics of the grammar items that received the most selections to understand the reasons for the difficulties encountered.<br/> This paper suggests that in order to reduce confusion in the teaching and learning process, a hierarchical curriculum and level-specific grammar guidelines should be established. Since both middle and high school students can choose to study a second foreign language at varying levels, if the Chinese language teaching and learning levels are connected to organize a hierarchical curriculum, it could provide a reliable teaching and learning environment for both learners and instructors. Specifically, learners would be able to experience the necessity and systematic hierarchy of grammar learning for accurate language expression through a structured learning framework, rather than merely repeating beginner-level studies. This approach would support the growth in proficiency of the second foreign language and enhance learners’ language skills.