This study will show how the theoretical development of generative grammar can be incorporated into the Korean education system. Since Chomsky (1965), the generative grammar, which has steadily developed, has resulted in the creation of various models of sentence analysis. However, the radical progress and changes of generative grammar have not been actively reflected in the teaching methods used in the instruction of second language(L2). Thus, we will offer an alternative model for the instruction of L2 Korean grammar in Korean schools. Empirical evidence based on the survey will show that this new model, which reflects trends of generative grammar, may provide more effective and precise methods for teaching L2 Korean grammar.