Saturday 5:45 - 6:35 PM
TTI 301/2
The future role of grammar in TESOL in Korea
Hee-ok Kyung
University of New South Wales, Australia
The way Korean learners have learned English has been static for a very
long time: six years of grammar during school years; a few years of developing
communication ability during undergraduate years; then some time for preparing
for TOFEL/TOEIC in order to gain employment in an extremely competitive
employment. In other words, grammar first, then communication, and then
four integrative skills. Some Korean learners of English still become quite
proficient but many of them do not. Does grammar-based instruction deserve
its recent heavy criticism? Is the communicative method always desirable
and highly effective in any social or cultural context? And given the contextualized
English teaming environment in Korea, what are the advantages and drawbacks
of different types of syllabi, such as structural, notional-functional,
communicative, lexical or integrated syllabi? These are the questions to
be addressed in this paper.
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