A Proposal on Promoting Honorific Mood Education in School Grammar

Yang Young Hee

doi:10.23016/kllj.2015.60.60.425

This study points out the problematic tendency which underestimates honorific mood even though it’s usage-based features directly connects it to everyday life unlike other grammatical features. Therefore, this study emphasizes meaningful grammar education in real life to promote grammar education as learner-centered one. A possible way to achieve this end is presented from the perspective of curriculum and content structure. From the aspect of curriculum, it is suggested that honorific mood which is set as sentence structure or sentence expression be moved to discourse level as an independent content achievement criteria. It is based on the assumption that this will be more effective and systematic since this approach will encompass the honorific mood and address form together. In addition, an alternative approach, which integrates teaching-learning method with speech based on the learner-centered perspective is examined. The purpose of this integration is to enhance grammar learning which is connected to real life by setting dialogue scenes as discourse level of grammar and therefore learning how to address the interlocutor in the scenes, because honorific mood can integrate two learning factors, ‘language etiquette’ and ‘understanding of the principles of politeness’ of speech. This will enable learners to reuse their knowledge of honorific mood in their dialogue, and it might promote the knowledge as usable grammar in practice, not as simple acquisition of knowledge.

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* 2021년 이후 발행 논문의 참고문헌은 현재 구축 중입니다.

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