• The Journal of Fisheries Business Administration
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• v.25 no.2
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• pp.89-102
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• 1994

This paper is to survey the major results of the game-theoretic models and recent research directions of the literature on auctions and competitive biddings. This paper classifies the auctions and competitive biddings into the following four major types:(i) English auction, (ii) Dutch auction, (iii) the first-price sealed-bid auction, (iv) the second-price sealed-bid auction. In order to survey the major ideas related to auctions and competitive biddings, we use two representative theoretical models developed under the game-theoretic framework : (i) the independent private value model are summarized as follows ; (1) The Dutch auction and the first-price auction are strategically equivalent, and so are the English auction and the second-price auction. (2) At the symmetric equilibria, the expected selling price is the same for all four types of auction. Meanwhile, the major results of the general model are as follows ; (1) When bidders are uncertain about their value extimate, the English and second-price auctions are not equivalent, but the dutch and the first-price auctions are still strategically equivalent. (2) The English auction generates the higher expected prices than the second-price auction. Also, when bidders are risk-neutral, the second-price auction generated higher average prices than the Dutch and the first-price auctions.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.1-18
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• 2009

The study aims to answer two questions: (a) what perceptions do NNESTs have about teaching native English speaking (NES) students? (b) what perceptions do NES students have of their NNESTs? The study participants were four NNESTs and 17 NES students. Data were collected through one-on-one interviews, which were analyzed qualitatively. Major study findings showed the differences between the NNESTs and their NES students in the area of teaching and language performance. The NNESTs were perceived by their students as using ineffective teaching techniques, lacking in their command of English, especially accent; the NNESTs, in turn, perceived themselves as well-prepared teachers with not too much concern about nonnativeness of English, and felt that their students were not actively engaged in their class. The present study indicates, for both NNESTs and NES students, the need to be aware of World Englishes (WE) in terms of language and pedagogy. This involves the variety of Englishes, especially with different accents existence among nonnative speakers, and the variety of learning and teaching methods in English class, where both need to create a balance between the old and new perspective to maintain a middle ground.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.103-114
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• 2002

Language plays a central role in everyday communication activities. Therefore, an individual need to be able to use language to communicate with confidence and without fear. One of the major fears that people have is the fear of communication. This fear is most of the time due to a lack of confidence in communicating in a particular language or due to poor proficiency in the language. In some cases it can also be due to attitudinal problems. In the context of teaching and learning English as a second or foreign language, students can have a great fear of using English with confidence. This fear can be an acute one and thus students may avoid using English to communicate. However, non native speakers of English need to be highly competent in the use of the English language for a variety of communicative purposes particularly in meeting the challenges of globalisation and that of the digital age. This article presents some insights on language apprehension found among communication undergraduates who are non native speakers of English.

• Journal of Distribution Science
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• v.16 no.11
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• pp.5-10
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• 2018

Purpose - The recent establishment of many varieties of English language in the globe has created many models of English such as world Englishes (WEs), English as a Lingua Franca (ELF), English as a family of languages, and English as an Intercultural Language (EIcL). Among the models, the present study highlights 'English as an intercultural language (EIcL)' in relation to distribution science business English teaching to elucidate what EIcL is and why it is critical and how it can be realized in the business English classrooms. Research design, data, and methodology - This study look into the EIcL paradigm that empowers all active users to view English as universal and at the same time enables them to develop critical skills to bridge intercultural gaps or to cross borders. Results - Rather than just focusing on an acquisition of standardized English(es), EIcL serves as a major contextual factor facilitating success in getting competence among the different English languages. Conclusions - EIcL is a promising and ultimately rewarding approach to the contemporary business English teaching arena. EIcL should be achieved through policies, textbooks or living abroad, and, above all, learners/teachers' active awareness and understanding' of the EIcL mainstreams.

• Journal of Multimedia Information System
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• v.7 no.1
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• pp.87-96
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• 2020

Parents' desire for daily English practice for students and the urge for a etter English education has led to a demand for a highly qualified educational curriculum. In addition to getting deep-dive insights into parents' decision-making process, the increasingly important role of STEM education method has been proved in accordance with plenty of evidenced-based many of previous research. This study was conducted to examine the five independent factors affecting parents' intentions when designating English centers for their children, respectively named: Facility, Teachers, Brands, Social factors and Tuition. Through a preliminary approach, 235 samples were analyzed. Analysis of the sample responses reveals the importance level of five independent factors affecting Parents' intention to choose English centers in descending order: Facilities, Teachers, Brands, Tuition and Social factors. Furthermore, a positive correlation was found between STEM and Intention to choose English centers, indicating that whether the center applies STEM-related curriculum in English courses or not, in fact, has a significant impact on parents' decision. In terms of attitude towards STEM, further statistical tests revealed an interesting finding, which is the fact that how STEM affects Intention of parents is directly proportional to the Attitude towards STEM. With the help of SPSS 20 and AMOS 20, the SEM analysis was processed in order to draw conclusions about factors impacting Intentions to choose English centers. Combining with Multi-group analysis, the major role of STEM education has been assessed in relation to plenty of correlations. In light of recent major and massive growth of English teaching market in Vietnam, several suggestions and recommendations in terms of sustainable developments have been displayed in this research.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.353-363
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• 2000

The consonant system of English is relatively uniform throughout the English-speaking countries. Accents of English are mainly known to differ in terms of their vowel systems as well as in the phonetic realisations of vowel phonemes. The results of an acoustic study of vowel phonology of Japanese English, Singapore English and Indian English are presented, and an attempt is then made to compare the vowel phonology of these non-native varieties with that of Scottish English and RP. Various native varieties of English are thus shown to differ from each other in major ways, as much, perhaps, as the non-native varieties differ from the native varieties. Nevertheless, native speakers of English appear to be mutually intelligible to a degree that does not extend to non-native varieties. Obviously there are features that various native accents have in common which facilitate their mutual intelligibility, and these features are not shared by non-native accents. It is proposed that the foreign learner adopt certain core features of English in his pronunciation if he is to use English effectively as an international language. The common core that is significant in the communication process will be discussed. In conclusion, some pragmatic implications for the English language education in the new millennium will be articulated.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.199-218
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• 2011

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.

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

• Journal of English Language & Literature
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• v.57 no.6
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• pp.959-976
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• 2011

The expression no matter, combining with an interrogative clause X, expresses 'it doesn't matter what the value is of X' and displays many syntactic and semantic peculiarities. To better understand the grammatical properties of the construction in question, we investigate English corpora available online and suggest that some of the irreducible properties the construction displays can be best captured by the inheritance mechanism which plays a central role in the HPSG and Construction Grammar. We show that the construction in question has its own constructional properties, but also inherits properties from related major head constructions.

• Journal of the Korean Society of School Health
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• v.26 no.2
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• pp.62-71
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• 2013

Purpose: This study was conducted to examine the level of communication, problem-solving, and self-directed learning competencies, academic and English achievement of healthcare major students in university and to determine the effect of three main competencies on their academic and English achievement. Methods: The participants were college students studying in health care related major at a four-year university in D-city who agreed to participate in this study. Some of their data were intentionally excluded as their answers were incomplete or missing and finally 272 surveys were analyzed. Results: It was found that they have high level of general life competencies of which the subcategories are communication, problem-solving, and self-directed learning competency. GPA and TOEIC score which are the indicators of academic and English achievement were found to be correlated with the level of three competencies. Self-directed learning competency is assumed to be main cause variable of these achievement. Conclusion: As those students who have higher academic and English achievement also show high level of communication, problem-solving and self-directed learning competency. It is argued that a new curriculum that can contribute to improve communication, problem-solving and self-directed learning competency should be developed and implemented.