문법 교수,학습을 위한 교사 발문 구성 연구

It is recognized that the grammar education is a subject needing memorizing that teachers unilaterally pass the grammar knowledge to learners. And at least this is true in actual school class fields. In order to overcome practical issues, this study suggests the necessity of a teaching method that draw the learners placed in a passive position to an active position. And it pays attention to teacher`s ``questioning`` as an effective teaching method. Since the configuration of the teacher`s questioning can make a significant impact on leaner`s direction of thoughts, teacher`s and leaner`s attitudes and the position of a leaner in the class. Thus, considering both previous studies on teacher`s questioning and the diversity of learner`s thoughts, this study suggests some possible types of questioning that can be configured in grammar teaching & learning. First of all, it divides the characteristics of grammar teaching & learning into two different aspects: the explanatory and the inquiry. And it proposes ``information retrospective questioning``, ``understanding questioning``, and ``adaptive questioning`` types for the explanatory aspect, ``exploratory questioning``, ``deductive questioning`` and ``verifying questioning`` types for the inquiry aspect. Moreover, the study shows concrete practices of each questioning types anticipating such discussions can more actively take place in the actual grammar teaching and learning field.