문법교육에서의 맥락의식상승의 효율성: 영화를 중심으로

The effect of context consciousness-raising in grammar teaching: On the basis of movies

Although communicative approach was the turning point that made grammar teaching methodology practical and pedagogical in ESL/EFL classrooms, students still have trouble using grammar properly in real context. EFL students are likely to decontextualize due to focusing subconsciously and heavily on grammar itself. It is critical that students be provided with the real context in order for grammar to have functions as well as meaning and that they should be contextualized with the use of effective materials. The paper proposes a context consciousness-raising activity to resolve this controversy. This concept is concerned with how grammar interacts with meaning and context, rather than grammar being treated as an autonomous system to be mastered for its own sake. The purpose of this study was to induce the context consciousness- raising activity through the use of movies, in addition to developing the methodology which can increase the activity and participation levels of students and promote grammatical competence for practical use. The results of the data analysis from the experimental group and the control group indicated that 1) the treatment of contextualization through using movies showed far greater overall gains in learning and 2) that experiment group students held favorable attitudes toward improving their grammar skills.