The object of this study is to show some features of English, focused on such mechanics as punctuation and transition, in Korean presidential addresses transcribed in English which are different from those of the United States. Towards that end, the presidential addresses of the United States and Korea from January, 2010 to June, 2010 are collected, made into corpora, and analyzed. Through analyzing the corpora, this paper is to address the following research questions: (1) What features can be regarded as different in terms of punctuation and transition? (2) If there are any differences between the corpora, are they significant enough to pose any problems for Korean and American English users to communicate with each other? (3) If so, what can be done to solve the problems in regard to pedagogical implications? Overall, as for punctuation, both Presidents' addresses share a lot in common, even with some idiosyncratic variations though. However, there are some noticeable differences in transitional devices. It is not clear whether those should be taken as a sign of personal preference, though. Transitional markers are meant to be part of wording in writing. (196 words).

This study examines a Korean elementary school EFL teacher's practice of teacher-based assessment (TBA), a subject which has been little researched despite the authorities' strong call for its implementation. The classroom interactions for TBA were observed and audio-recorded in eight fifth-grade classes between March and June 2010. Additionally, the teacher and students were interviewed in a semi-structured way. The results showed that the teacher used three types of TBA: assessment of individual students on different topics, assessment of the entire class on the same topic, and assessment of individual students on the same topic. Due mainly to time constraints during class time and classroom management issues, the teacher preferred implementing the first two types of TBA. During the practice of the types, the teacher provided prompts or posed questions in ways that elicited responses which were short in length and easy. Although the third type of TBA was perceived by both the teacher and students as helping students enhance their EFL proficiency and was the most favored by the students, it was viewed by the teacher as having the potential of causing classroom management difficulties. Based on the findings, a number of implications are suggested.

This study highlights some very important future directions for the revision of language forms in the 2007 Korean English Curriculum, expected to be made public in the summer of 2011. A critical review of the 2007 National English Curriculum shows that language forms exemplified in that curriculum are not well-chosen or well-sequenced from the viewpoint of grammar selection and gradation, and that no mention of structural labels or grammatical terminologies makes it hard for teachers to recognize their formal properties. To fulfill the original purpose that languages should be listed in the curriculum so that functional-notional syllabuses can be complemented by form-focused instruction, the study presents partial inventories of grammatical items with well-chosen and well-sequenced examples. Minimal descriptions are given to these inventories that are based on general notions or well-known grammatical notions. Occasional suggestions are also made for which language forms should be taught in which schools.

In recent years, as many native English speakers are working in Asia to as English teachers, team teaching with local teachers has been commonly implemented within the Korean EFL classroom. Using qualitative case studies, this paper aims to explore native English-speaking teachers' (NESTs) perceptions of team teaching and their challenges at different secondary Korean schools. The study documents the challenges faced by three foreign teachers embedded in intercultural teaching teams. The data shows that common challenges include vague role distribution among teachers, problems presented by mixed levels of students, large classes, and students' low valuation during foreign teacher's classes, which go ungraded. The study calls for serious governmental efforts to change these fundamental problems and closely examine local factors that strongly affect team teaching practices before initiating a system of importing foreign teachers without proper preparation.

The purpose of this paper was to take an in-depth look at early American English around the $17^{th}$ and $18^{th}$ century when immigrants from different European countries started to move into the New World. The paper attempted to describe early American English in relation to the process of immigration and settlement from a historical perspective. With a focus on major features of early American English such as uniformity, archaism and richness of lexicon, the paper tried to answer the questions such as how settlement influenced the formation and distribution of regional dialects across the continent, why immigrants tended to show a preference for a uniform way of speaking rather than choosing a variety of regional dialects for communication, and what role foreign languages played in the development of early American English. The overall findings based on the answers to these questions showed how American English went through a variety of processes and changes at the early stages of its development to become a national language later. The paper concluded with some remarks about the implications of the findings for EFL learning and the direction of future research on early American English.

The aim of this study is twofold. First, this study aimed to explore how Korean university students' English learning motivation is related to their English listening proficiency and study time. Second, it attempted to interpret the English learning motivation linking the two different motivation theories: self-determination theory and L2 motivational self system. The constructs of the students' L2 learning motivation were investigated with the data obtained through the questionnaire from 122 sophomore students. A factor analysis was conducted to extract the major factors of motivation. As a result, 6 factors were extracted: Intrinsic Pleasure, Identified Value Regulation, Intrinsic Accomplishment, Introjected Regulation, External Regulation, and Identified Regulation. The Interrelatedness among the assessment results on the L2 listening proficiency (pre and post test), listening study time, and motivation factors was measured by correlation coefficients. The statistical results indicated that pre-test scores were significantly related to Identified Regulation and Identified Value Regulation toward English learning, and post-test results had significant correlation with Intrinsic Accomplishment and Identified Regulation. However, no motivation subtypes showed statistical association with the students' listening study time. The results were attempted to be interpreted both under L2 motivational self system and self-determination framework to better illuminate the motivation theory with more explanatory power.

The tourism industry has attained remarkable growth, and the need for professional Tourism English education has increased. Universities of online education can offer an environment for education to both job applicants and laymen who are interested in Tourism English. Tourism English belongs to English for Specific Purposes, which reflects the needs of specific area. The aim of this study is to propose improvements in classes design for online Tourism English instruction. The results of a needs analysis conducted on 160 Korean online university students suggest that online Tourism English class should be different from a traditional classroom-based one in regards to aims, contents, and methods. Online Tourism English class should not only focus on English for specific purposes, but also include more generalized topics. This comes as a result of the diverse backgrounds of online students. The results suggest that extralinguistic elements, such as culture and etiquette differences among English-speaking countries, become more interesting when introduced using pictures, videos, animations, etc. Additionally, SMS or emails can be utilized to raise students' motivation for online Tourism English class.

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

The purpose of this study is to measure how English immersion classes affect students. This study seeks to answer two questions. First, will the young learners gain an international sense? Second, will the students learn English naturally without having to be sent abroad to an English speaking country? Several kinds of immersion programs have been designed and implemented in Korea. However, many students have felt great stress and mental pressure in the immersion programs. Students find the programs stressful because English must be used at all times. In this paper, two groups of elementary school students are compared: one being the control group and the other being the experimental group, an immersion class. The results show that the mental health problems, sensitivities, and rates of depression in the immersion group are greater than those of the students in the control group. Therefore, the immersion students' overall mental health is substandard. The negative effects of lethargy and depression are made worse when they are placed in English only environments. The results indicate more attention should be focused on respecting and understanding the students' overall mental health when teaching them English.

This study is to explore one of efficient procedures in producing English textbooks for secondary school students. According to a series of changes in the National Curriculum, new textbooks have been selected and used in English classes. Textbooks are one of the fundamental factors in teaching and learning languages together with learners and teachers. So this study emphasizes the significance of textbooks and presents the practical model of producing English textbooks including activity books, from major aspects such as planning, writing, editing, selecting, etc. The current government has made continuing efforts to improve English education development by administrating innovative policies [strategies]. However, there still remain lots of difficulties in this gigantic task, which is not an exception in the matter of textbooks. Therefore, to provide students with better textbooks, the government should not only invest great funds but also renovate the present polluted system of selecting textbooks.

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

The purpose of this study is to investigate the effects of multimedia-assisted language learning on vocabulary learning and attention for elementary school students who are ADHD-prone. Among thirty-three students attending a private English academy in Daegu, four students who were prone to develop ADHD were chosen for this study. They were observed in a multimedia-assisted language learning class for four months and they were given a series of tests designed to measure their attention period and vocabulary ability. The results of the study are as follows. First, studying English by using multimedia was effective in improving the attention of those children prone to develop ADHD. Second, studying English through multimedia was effective in improving their vocabulary ability. Based on the findings, some pedagogical suggestions have been made for further study.