한국어교육에서의 유사 문법 연구

International Journal of Korean Language Education 3(2), 253-278. This paper aims to review the latest research study about similar grammar and propose later research direction. The contents are discussed as follows. First, similar grammar includes not only similar semantic items but also phonemic and morphologic items as well. Similar grammar is defined according to the grammar items that learners are confused with. Therefore, the concept of similar grammar is rather comprehensive. Second, it is necessary to verify and compensate the defects of selecting similar grammar items. Previous studies selected similar grammar items on the basis of grammar dictionaries and textbooks which are based on instructors’ experience. However, this method can be complemented by using objective data such as learners’ corpus. Also, current studies are vigorously conducted in the categorization of similar grammar items as well as the selection of similar grammar items. Third, former studies focus on the similarities and differences of similar grammar content. Research results are accumulated in morphological, syntactic, semantic, and discourse aspect. Further study is needed for a more detailed research and to refine these results. Fourth, as of teaching methods, the TTT model is receiving more attention from researchers than the PPP model is. Verification is necessary whether the TTT model is more effective than the PPP model. Beyond these, there is much more to discuss about similar grammar; at which level of education should learners be taught of similar grammar, how should skills such as speaking, listening, reading, and writing integrated when teaching similar grammar, what level of education do learners want about similar grammar, and so on.