Building a Bridge between Korean Grammar Education and Computer Language Grammar Education
Submitted by:
Jinsu Jo
Abstract:
The concept of computational thinking, as discussed in Wing (2006), has found its way into various subjects through convergence education. However, its relevance to grammar education was been rarely discussed, and even when it was discussed, little has been done to explore the linguistic aspects of this relationship. While Je (2019) touched upon the relationship between “grammaring” and computational thinking, it focused on similarities in thinking processes rather than linguistic parallels. Based on this diagnosis, this study aims to develop educational content that compares the grammar of Korean, a natural human language, with the grammar of computer languages from the perspective of an extended language typology. This typology refers to a viewpoint that goes beyond typologies limited to natural languages and includes artificial languages like computer languages. The aim is to create educational content that enables learners to gain a deeper understanding of their native language and facilitates an easier grasp of computer languages by understanding their grammar in relation to natural language. In view of this, the study compared the 2022 revised curriculum for high school Korean grammar and informatics subjects at the national level. As a result, it was observed that the argument structure of natural language grammar could be linked to the functions and arguments present in computer language, facilitating the development of convergence education content. Currently, the Korean grammar education content partially includes the concept of argument structure, viewing sentences from a functional and argumentative perspective. The use of functions in programming is presented in the informatics subject, which allows learners to understand the relationship between natural language and computer language. It was also observed that the syntactic structure of natural language sentences is visually revealed in computer languages in ways such as indentation. Learners can expand their perception of language by organizing educational content to identify and compare points of contact between natural language grammar and computer language grammar.
* This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2022S1A5A8051266).
key words: computational thinking, convergence education, extended language typology, argument structure, syntactic structure
Reference
Je, M. K.(2019). A Study on the Meaning of ‘Grammaring’ in the Age of Computational Thinking, The Journal of Korean Language and Literature Education 69, 1-22.
Shute, V. J., Sun, C. & Asbell-Clarke, J.(2017). Demystifying computational thinking, Educational Research Review 22, 142-158.
Wing, J. M.(2006). Computational thinking, Communications of the ACM 49(3), 33-35.