This study compares grammar items in Korean language textbooks and Russian language textbooks used in the learners’ home-country schooling in order to support grammar learning among Koryoin immigrant students. While both textbook sets pursue a continuous progression in grammar instruction, they differ in their orientations and instructional focus: Korean language textbooks adopt a meaning- and function-oriented approach, presenting grammar in relation to literacy development and language use contexts, whereas Russian language textbooks emphasize a form- and structure-oriented approach, organizing grammar around the systematic acquisition of rules and forms. Based on this analysis, the following pedagogical implications are suggested. First, learners’ L1 grammatical knowledge can be used as instructional resources. Second, explicit cross-linguistic comparison can address structural differences between the two languages. Third, context-sensitive grammar instruction and teacher supports such as cross-linguistic correspondence tables, and brief diagnostic tools are needed for effective classroom implementation.
Hyojung Kim (Tue,) studied this question.