본 연구에서는 외국어로서의 한국어교육에서 외국인 학습자에게 제시되고 있는 한국어 문법 항목에 대한 학습자들의 인식을 조사하고자 한다. 한국어교육에서 다루고 있는 문법 항목들은 연구자들의 관점에 따라 문법부터 문법 항목, 문형, 문법표현 등 다양하게 불리고 있다. 이는 두 어절 이상의 공기 관계를 이루고 있는 일정한 패턴을 가진 문법 항목들을 보는 관점에서 오는 차이라고도 할 수 있다. 지금까지 연구들은 한국어교육용 문법 항목들을 다루면서 연구자의 관점 또는 학교문법과의 비교를 통한 연구가 많이 있었지만 한국어 학습 대상자인외국인 학습자가 인식하는 한국어 문법의 형태에 대한 연구는 부족했다. 물론 오류 분석이라는 틀 안에서 많은 연구가 이루어졌지만 이는 학습자들이 한국어 문법 항목을 바라보는 인식에 대한 조사라기보다는 숙달도에 따른 학습 변인에 초점이 맞추어진 연구였다. 본고에서는 한국어교육용 문법 형태에 대한 외국인 학습자들의 인식을 교육 환경과 그리고 대학 입학 전 한국어 시험과 대학 입학 후한국어 시험을 통해 비교하고, 시험 내용에 대한 학습자 면담을 통해 조사하였다.

This study herein aims to investigate students`` perception of grammatical elements offered to foreign learners in Korean language education as a foreign language. Grammatical elements in Korean language education also can be called grammar, sentence patterns, or grammatical expressions from diverse perspectives of researchers. This indicates a difference in the perspectives on grammatical elements with regular patterns forming co-occurrence relation of two Eojeols or above. Although there has been much research comparing grammatical elements with a perspective of researchers and school grammar, there is a lack of deficiency for the grammar recognized by foreign learners, the main subject of Korean language learners. Definitely, although the majority of research studies have been conducted in the frame of error analysis, they focused on learning variables derived from mastery or learning environment, rather than learners`` recognition on Korean grammar elements. This research aims to investigate learners`` recognition on monomorphemic grammar and phrase-level grammar. The grammatical items for Korean language education include not only monomorphemic grammar in the realm of Korean Language education but also a single Eojeol unit or a unit with two Eojeols or above in a lump unit combined in a syntax structure. Further, a lexical morpheme as well as grammatical morpheme is combined with a certain grammatical unit to serve as a grammatical unit. A grammatically functional unit with diverse forms of morphology is used in Korean language education in that an effective method to maximize language competence to be aimed in the second language education is communication, or language use-based language education. Communicative competence in the second language education for foreigners includes an overall ability required to manage language life as well as linguistic competence. The term of communicative competence includes discourse competence, sociolinguistic competence, and strategic competence as well as grammatical competence of Korean language. Namely, grammatical education of the second language education includes not only understanding of the meaning of individual grammar but also learning related to the grammatical use appropriate for communicative situations. In this regard, it is identified in the realm of Korean Language education that a grammatical unit recognized by foreign learners is different from a grammatical unit recognized by Korean language learners. Hence, this research aims to the criteria of grammatical elements to be offered to Korean language learners from a perspective of learners by investigating recognition on the Korean language unit of foreign learners.