초연결성의 시대, 문법 교육 방법으로서 ‘문법적 질문하기’

초록

This study aims to explore and theoretically systematize “grammatical questioning” as an appropriate instructional method for grammar education in the era of hyperconnectivity. In a hyperconnected society, education increasingly emphasizes learner-driven inquiry and collaborative communication, necessitating a shift in grammar education from traditional knowledge transmission to fostering learners’ critical thinking and problem-solving skills. Accordingly, this study highlights the role of grammatical questioning in connecting learners with grammatical knowledge, as well as facilitating interaction between instructors and learners in grammar instruction. Grammatical questioning encompasses not only instructors’ questions but also learners’ inquiries, functioning as a learning strategy that encourages learners to actively explore problems and expand their thinking. To achieve this, the study classifies the types of questions in grammar instruction into instructor-generated and learner-generated questions, further categorizing them based on content and cognitive level. Additionally, it proposes practical methods for implementing grammatical questioning in grammar education, providing concrete strategies for classroom application. As grammar education shifts from instructor-centered to learner- centered approaches in the hyperconnected society, grammatical questioning serves as a crucial tool for activating grammar learning networks. Based on these discussions, this study emphasizes the role and effectiveness of questioning in grammar instruction and seeks to establish a theoretical framework by proposing effective strategies for its implementation.

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