Instructional Design of Korean Grammar Education Centered on FonF and TBLT

Abstract

This study meta-analyzed previous studies related to FonF (Focus on Form) of Korean grammar education. In addition, it investigated the perceptions and the grammar learning forms of the students. Finally, it presented a model that can be applied to actual classes. Studies related to FonF in the field of Korean education mainly dealt with grammatical markers and endings, focusing on output rather than input, as well as focusing on dictogloss and consciousness-raising tasks. Also, studies related to TBLT (Task-based Language Teaching) focused on functions or forms rather than grammar items. However, it is necessary for us to understand the tasks in FonF and TBLT methods that go by the same name by dividing them into ‘technique’ and ‘activity’. In addition, 91% of learners said that they did not have experience learning grammar with the TTT model, but that it was necessary to learn grammar by doing task activities while interacting with one another. Based on these findings, this study presented a class design that can improve fluency and accuracy through the use of practical tasks, while still focusing on form and meaning, by using SNS (which learners often encounter in real life). Through this class design, learners experience the communication process while self-recognizing and checking ‘-아/어지다’ and ‘-게 되다’, which have the same meaning as ‘change’.