• Korean Journal of English Language and Linguistics
• /
• v.2 no.4
• /
• pp.537-553
• /
• 2002

This paper discusses various problems related to the teaching of English grammar at Korean universities. We first discuss whether English grammar should be taught at universities, and, if it is, what kind of English grammar needs to be taught. We propose that the English grammar we teach to Korean undergraduate students be eclectic in the sense that the traditional grammar established by Jespersen and others be the major source of instruction, supplemented, if necessary, by school grammar and also by linguistically oriented grammars such as generative grammar or cognitive grammar. Then we discuss the content of the English grammar that should be included in the curriculum : (i) present perfect vs. past, (ii) will vs. be going to, (iii) must vs. have to, (iv) may vs. can, (v) infinitives vs. gerunds, (vi) conative constructions, and (vii) the passive.

• English Language & Literature Teaching
• /
• v.17 no.3
• /
• pp.291-307
• /
• 2011

The primary purpose of this study was to report overall findings of academic English proficiency of university ESL students in an ESL program from 2003 to 2008 at a university in the U.S. Furthermore, this study proposes to explore the effectiveness of the ESL program on developing the ESL learners' academic English proficiency. In order to achieve these purposes, this study applied a quantitative research methodology which analyzed data (more than 3,000 samples) collected by the university ESL program. The data included the ESL learners' English proficiency test scores. The results indicated that the effectiveness of the ESL program was significant in improving the ESL learners' cognitive/academic language proficiency across all three groups: ESL-only, ESL + Under, and ESL + Grad. That is, after either a complete ESL program intervention only or both a partial ESL program intervention and taking academic courses, the three groups' academic English proficiency was increased to almost same degree The findings are discussed and implications for pedagogy are suggested.

• International Journal of Contents
• /
• v.13 no.3
• /
• pp.32-37
• /
• 2017

The development of Information and Communications Technology (ICT) has changed the manner in which English teachers are taught as instructors, as well as English language learners. Online-related technology, a product of development of ICT technology, is used for various purposes such as training teachers and enhancing professionalism of current teachers to practice more efficient training. The purpose of this study is to extract common domains and sub-domains related to development of cyber-type in-service training (INSET) through domestic and international case analyses and to develop content areas of INSET using cyberspace or efficient online INSET programs. To accomplish the purpose of this study, domestic and foreign cases were analyzed in relation to direction of development of online English teacher training programs.

• Journal of Internet of Things and Convergence
• /
• v.7 no.2
• /
• pp.21-29
• /
• 2021

In this study, it is necessary to supplement the Korean language curriculum in order for international students to adapt and settle in Korea in an era where education is being transformed into future education due to the 4th industry. In the KFL (Korean as a Foreign Language) situation encountered by international students, they suffer from difficulties in university mathematics due to communication problems due to lack of language ability, which is one of the stress factors for cultural adaptation in the Korean language education program. To solve this problem, we analyzed ESL programs in English-speaking countries and KSL programs in Korea to set educational goals, curriculum, and educational methods to achieve goals for international students, and to establish curriculum and learning processes. Therefore, the Korean language education program (KSL program) for foreign students in the Korean language curriculum should also be supplemented by accepting the advantages of setting accurate goals for the ESL program and linking it with university graduation in the curriculum of English-speaking countries. In addition, for international students to learn Korean, an integrated Korean language education course and management system using IT suitable for the 4th industrial age is needed.

• Journal of Korean language education
• /
• v.29 no.1
• /
• pp.163-197
• /
• 2018

The present study suggests ways to improve the Korean proficiency screening test through an analysis of WIDA tests. A review of WIDA Screener, WIDA MODEL, and W-APT reveals that each of these three tests consists of four or five tests, corresponding to grade-level clusters. In addition, the WIDA screening tests assess both English for social communication and academic English, according to WIDA's five English Language Development (ELD) standards. Thematic folders of the ELD standards have different ranges of item difficulty, and the WIDA screening tests are adaptive tests. Lastly, the writing tests consist of performance-based tasks, and the rubric is holistic. As suggestions for improvement for Korean screening tests of the KSL curriculum, this study proposes (a) to devise items to assess academic Korean, so as to evaluate students' overall proficiency more accurately, (b) to utilize an adaptive method to screen students' proficiency more efficiently, and (c) to revise the writing tasks and rubric of the current KSL screening tests.

• Journal of Applied Tourism Food and Beverage Management and Research
• /
• v.17 no.1
• /
• pp.109-123
• /
• 2006

The purpose of the study is to develop a curriculum of school hotelier using a job analysis. A job analysis is used to reform the educational programs and to develop new ones. For the analysis New Analysis Method and Verification Method is applied. As the results of analysis are the following: Hotel Management, Food & Beverage Management, Cocktail, Hotel Marketing, Room Management, Service Management, Wine and Food, Principle of Cooking, Tourism Law, Hotel & Food Service Management Case study, On the Job Training in Hotel & Food Service, Out Eating Management, Introduction to English, Vocational English, TOEIC. English Conversation, Introduction to Japanese, Vocational Japanese, JPT, Japanese Conversation, Thesis, Language Study in Foreign Countries.

• English Language & Literature Teaching
• /
• v.12 no.1
• /
• pp.1-27
• /
• 2006

This study investigated how EFL readers critically read texts which are written in English. Although critical reading has been discussed in advanced EFL and ESL contexts there has not been much research on the critical reading of beginning EFL learners. Many educators are recommending that a critical perspective be adopted so that L2 learners can become empowered rather than indoctrinated. In this study, the researcher has examined the critical reading practices of five beginning level EFL readers in Korea and five first language readers of English in the United States as they read a news editorial article. The significant findings were discussed related to critical reading practice of L2 readers. The findings of the study can help the educators in English education in improving the curriculum, the teaching methodology and the learning theory for EFL reading for critical reading.

• English Language & Literature Teaching
• /
• v.15 no.2
• /
• pp.245-259
• /
• 2009

The purpose of this study was to investigate English teachers' perceptions about doing their own action research to find out the benefits of involvement in action research. I believe that teachers should engage in curriculum research and development because it relates to their own classrooms and because a primary aim for teacher education program is to give teachers ways of exploring their own classrooms. I focused on 17 graduate students who had undertaken action research during the fall semester of 2007 and administered a questionnaire about their perceptions of doing action research. The results revealed that their perceptions of doing action research fell into the following two categories, positive and negative aspects. For positive aspects, they experienced a sense of personal and professional growth and they underwent identity transformation from passive, etic-oriented, and uncritical to active, emic-oriented, and critical teachers. However, many of them expressed that major obstacles to doing action research were time constraints and lack of skills or training in conducting action research. Thus, it is suggested that both pre- and in-service teachers should consider conducting a language teaching diary study, doing collaborative action research, and acquiring all the necessary skills for conducting action research.

• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.1-22
• /
• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• English Language & Literature Teaching
• /
• v.9 no.spc
• /
• pp.19-38
• /
• 2003

This paper is aimed to evaluate the communicative competence of Korean EFL learners through the Discourse Completion Tasks(DCT) analysis. The present study has three purposes. The first purpose is to analyse English textbooks on the basis of thanking strategies, apologizing strategies, and requesting and offering strategies presented in Aijmer(1996). The second purpose is to analyse the discourse completion data collected from Korean middle school students and university students. The third one is to suggest the discourse syllabus model for the 8th national curriculum in Korea.