• English Language & Literature Teaching
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• v.15 no.3
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• pp.105-127
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• 2009

This study investigates effective models of team teaching in Korean middle school classrooms based upon a questionnaire survey and two English listening tests. The data from 349 first year middle school students from 3 different middle schools were collected and compared between team teaching (TT) types in terms of participants' background language learning methods and their opinions about TT. The findings of the present study indicate that students appear to have different opinions about TT according to the TT types. Also the results of the English listening tests between students who took TT and those who didn't take TT show significant differences between TT groups. This study gives both native English teachers (NETs) and Korean English teachers (KETs) the perspectives about effective TT type and the opportunities that both types of teachers could reconsider their TT in order to develop students' English communicative competence more successfully.

• Korean Journal of Cognitive Science
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• v.18 no.1
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• pp.35-56
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• 2007

The English language has developed from a language with optional subjecthood Into a language with obligatory subjecthood due to a general reduction of inflections. Two types of subject omission, pro-drop and conjunction reduction, have been reported in the history of English. Old English with rich inflections had both referential pro-drop and conjunction reduction. Middle English with much lesser inflections still witnessed pro-drop and conjunction reduction, but in such a decreasing way that modern English with a loss of inflections developed from Middle English hardly has either pro-drop or conjunction reduction. This paper explores both the phenomena relating to optional subjecthood in Old, Middle, and Modern English in light of the cognitive processes of the universal, hierarchical constraints that are assumed to be inherent in English speakers' cognitive fatuity. It is found that optional subjecthood in Old, Middle, and Modern English is correctly raptured in terms of the distinct rankings of the proposed constraints, and that it is closely related to whether each of Old, Middle, and Modern English has rich inflections.

• English Language & Literature Teaching
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• no.5
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• pp.123-147
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• 1999

English textbooks play essential roles in the whole English education context, the analytic study on English textbooks is very important in English education tasks. The purpose of this study is to analyze the expressive functions in the middle school English textbooks on the basis of the 6th national curriculum characteristics and the textbook analysis theories. The results of the expressive language function analysis are as follow: the teaching contents designed for the expressive language functions are not varied, but concentrated on the specific teaching types, and the teaching contents for the expressive language functions are not graded according to the students' development principles stated clearly in the 6th curriculum. The results of the English textbook analysis on the basis of the expressive language function analysis show that the 6th curriculum has some problems in itself and the middle school textbooks do not conform to the 6th curriculum principles. Therefore we need to improve the teaching contents for language functions by means of developing various types of teaching language functions.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.365-395
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• 2010

This study explores the effect of extensive reading(ER) implemented in middle and high schools in Korean EFL context. Two middle school English teachers and two high school English teachers participated in implementing ER in their classes. Six middle school classes of 239 students and seven high school classes of 268 students participated in ER program guided by the above four teachers. To implement ER, participating teachers had continuously been guided by the researcher about the theoretic reasoning of ER and practical methods for efficient ER in class. The study lasted for two semesters and the teachers and students were surveyed and interviewed during and after the classes. The result showed pretty positive improvement of students' self-confidence, interest and motivation about English through ER implemented in this study. It is hoped that this study would show the possibility of implementing ER in Korean EFL secondary school context and a model for ER and cooperation between university researchers and in-service English teachers.

• Phonetics and Speech Sciences
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• v.13 no.1
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• pp.25-36
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• 2021

This study examined the perception and production of eight English fricatives /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, and /ʒ/ by thirty Chinese English majors and thirty Chinese middle school students through a fricative identification test, an intelligibility test, and a goodness rating test and focused on error patterns and the perception-production relationship. The results showed that substitution errors occurred frequently in the perception and production of English fricatives by both the English majors and the middle school students. Further, the error patterns were attributed to various influencing factors such as the negative transfer from Chinese consonant inventory, hypercorrection or overcompensation mistakes, deficiency of L2 teaching, and acoustic similarities. Significant overall correlations were found between the fricative perception and production by the two subject groups but were not manifested in all the eight fricatives, indicating that Chinese learners' perceptual competence of target fricatives was not necessarily tied to their productive excellence of those sounds in all cases. Furthermore, precedences of perception over production were incompletely manifested in the eight fricatives, which suggested that perception might not always be a necessary prerequisite for production. Additionally, subject group and vowel context differences were observed. The English majors performed better than the middle school students, both perceptually and productively, and the subjects' performances in perception and production varied when vowel contexts changed.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.165-190
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• 2011

This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.

• Korean Journal of English Language and Linguistics
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• v.2 no.2
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• pp.149-159
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• 2002

Prepositional stranding (P-Stranding), which was possible only in certain types of constructions in Old English, began to be allowed more freely in the Middle English (ME) period, resulting in many new types of P-Stranding. Although many relevant studies have tried to account for the development of these new P-Stranding types, none of them or no combination of them seem to adequately explain how the new types came into being in ME and why they occurred in the order in which they occurred. In this paper, I explain why the development of new P-Stranding types in Middle English cannot be properly explained by any of the previous studies and then provide an alternative account of the advent of each new type of P-Stranding and the chronology involved on the basis of the displacement of the prepositional object from PP (DPO), a constraint on DPO (DPO), and the subject requirement (SubjR).

• Korean Journal of English Language and Linguistics
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• v.1 no.4
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• pp.509-536
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• 2001

The traditional typology of English poetic meters makes a binary division between strong-stress (or accentual) meters and accentual-syllabic (or syllable-stress or syllable-accent) meters. According to this typology, Old and Middle English alliterative poetry was composed in strong-stress meter; the iambic pentameter from Chaucer to Yeats and on to the present has been an accentual-syllabic meter. Intersecting with this literary typology is a linguistic typology that classifies languages of the world as stress-timed or syllable-timed or some mix of the two. English is a clear example of a stress-timed language. Whereas most descriptions of strong-stress meter focus on the counting of stresses, the present study focuses on the patterns of unstressed syllables between the stresses (possibly at isochronous intervals). The implications of this analysis suggest a new typology in which certain forms of English verse follow strict grammatical stress (mainly Old and Middle English, but for reasons different from “strong-stress” expectations) and other forms are shaped by a compromise of grammatical stress and the metrical template. Within this later group, iambic pentameter contrasts with trochaic, anapestic, and dipodic meters in lending itself more readily to modulation. Some of this modulation comes from an easy incorporation into iambic pentameter of elements associated with Old and Middle English meters.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.335-363
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• 2005

One of the most important features in the 7th National Curriculum of English is the introduction of the middle school multi-purpose English classes. Despite the importance of the classes, there doesn't seem to be enough studies of developing learning materials for them. The purpose of the current study is, therefore, to develop English learning materials for the multi-purpose English classes based on the Task-Based Learning framework. To do so, various tasks were collected and adapted for the classes, and different teaching techniques suitable for the tasks were designed. It is hoped that this research will help teachers prepare for teaching materials for the classes, and students recognize their interests in English and to improve their English abilities.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.242-251
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• 2017

For the purposes of this research, a corpus of words was created from the English textbooks of the "First Middle School" for the gifted in North Korea, and using the corpus, their linguistic characteristics were analyzed. Although there have been many studies that identified the traits of English textbooks in the North Korea's general middle school, not much focus has been placed on the English textbooks used at North Korea's First Middle School. Initially, the structure of English textbooks of the first, second, fourth, and sixth grades that had been procured from the Information Center on North Korea was reviewed, after which their corpus was created. Then, by using Wordsmith Tools 7.0, linguistic properties and high frequency content words appeared in the English textbook of the first grade were analyzed specifically. Basic statistical data gathered indicated that while the number of vocabulary did not increase as students progress through the grades, the words used tended to diversify incrementally. In the mean time, a distribution of the high frequency content words by grade illustrated that a big difference was found between the content words used in the English texts of each grade, and it was a subject matter of the texts that determined such difference.