교육 영문법에서 전치사의 문법범주와 기능: L2 영문법의 학습가능성 향상을 위한 방안

Abstract

The present study investigates some problems with pedagogical English grammar and provides solutions to enhance the learnability of the pedagogical grammar, focusing on prepositions. In the pedagogical grammar books developed and used in Korea, a preposition or prepositional phrase is often treated as an adverb (phrase), adjective (phrase) or conjunction, depending on its function or distribution. This study points out that describing prepositions as differing categories in those materials is misleading, and such descriptions stem from the confusion of grammatical category and function, which is likely due to misunderstanding the two terms, “adverb” as a category and “adverbial” as a function from the traditional grammar (Quirk et. al. 1985). This study argues that those descriptions of prepositions are invalid pedagogically as well as linguistically, since they cause severe learnability problems. In order to solve these learnability problems, this study posits that the term from modern theoretical grammar, “adjunct”, should be adopted in the pedagogical grammar.