에듀테인먼트 콘텐츠로서의 문법 교육 내용의 이야기화 모델 탐색

초록

As an effort to explore storytelling models for the contents of grammar education as edutainment contents, Chapter II of this paper presented the background of inquiry into the contents of grammar education as edutainment contents, dividing it into: 1) changes in learners; 2) changes in the view of knowledge; and 3) changes in the view of education. In addition, Chapter III proposed a quest storytelling model centering on passive and causative expressions and a character storytelling model centering on compound words and derivative words in order to explore storytelling models for the contents of grammar education. The discussion of this study may be criticized for “inefficient”presentation of grammar education contents in metaphoric ways that require learners’ inference and interpretation while such contents can be conveyed rather “efficiently” in definite and straightforward ways. It is fully acceptable that inquiry into storytelling models for grammar education contents as edutainment contents is in connection to the pattern of metaphoric presentation of grammar education contents. However, it is not acceptable to say that metaphoric presentation of grammar education contents is “inefficient” in learners’ process of organizing the contents of grammar education. Thus, this study finds its meaning in that it suggested the necessity of storytelling for the contents of grammar education as edutainment contents and proposed practical storytelling models for the contents of grammar education, and expects further full‐scale discussions on the educational effectiveness of the metaphoric presentation of grammar education contents.

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