한국어교육 유사 문법 연구 ― 한국어 교재 문법 항목을 중심으로 ―

초록

This study investigated instructional strategies for teaching similar Korean grammar items that are frequently confused by learners of Korean as a foreign language. Korean language textbooks used at university-affiliated language institutes in Korea were analyzed, focusing on grammar points presented across proficiency levels 1–6 (beginner to advanced). These textbooks were selected because their grammar instruction was systematically sequenced by level. The analysis focused on similar Korean grammar items that were particularly susceptible to learner errors owingto morphological or semantic similarities. Specifically, the study examines explanatory approaches, example sentences, and the design of practice tasks and communicative activities in textbooks. The findings revealed notable differences in the similarity of the Korean grammar items. However, a common feature was the lack of explicit comparison. Instead, textbooks tended to introduce new items incrementally based on previously acquired grammar, often supported by teachers manuals. No textbook provided direct, contrasting explanations for similar Korean grammar items. These findings suggest that future textbook developments should adopt a more systematic approach to the treatment of similar Korean grammar items. To address learners’ diverse needs, both instructional designs and teaching materials should incorporate effective pedagogical strategies to differentiate and teach these forms. This study underscores the needto developKorean language resources that enable learners to accurately comprehend and appropriately use similar Korean grammar items in a communicative context.

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