문법 학습자의 언어적 주체로의 성장 과정에 대한 사례 연구

Abstract

This study aims to qualitatively explore the existential process and meaning of grammar learners growing into linguistic subjects through grammar lessons as a reflection on the "linguistic subjects" that had previously only been abstractly discussed. For this purpose, we selected four high school learners who were shown to have grown into linguistic subjects through a grammar class in one semester, and analyzed them by thematic analysis. As a result of in-depth analysis by case and case, focusing on the growth process of linguistic subjects, learners A, B, and C experienced a change in the transformative perspective on grammar, and learner D experienced a qualitative refinement of the perspective on grammar. These changes were interpreted to have been made through expansion of grammar knowledge, improvement of grammar inquiry ability, and strengthening attitude toward grammar. Considering the content, direction, and attitude of language awareness, A could be categorized as a knowledge collector, B as a Knowledge explorer, C as a language researcher, and D as a communicator and practitioner. These results allowed us to derive the following educational implications. First, the relationship between knowledge, inquiry ability, and attitude, which are the main contents of grammar education, could be actualized. Second, the necessity and importance of cognitive/emotional integration support program for learner growth process was discussed. Third, it can be seen that the abstract entity of linguistic subject can be embodied in various aspects in the actual classroom. Fourth, it is very important to check the learner"s initial grammar perception and observe the trend in the classroom. Fifth, it is necessary to present educational contents that learners" intuition as native speakers can be discussed together.