• English Language & Literature Teaching
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• v.13 no.3
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• pp.177-201
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• 2007

The purpose of this study is to create step by step guidelines for effective team teaching between Korean teachers of English and native English teachers in Korea. Although team teaching has been used from 1995 in the teaching of English in Korea, the effectiveness of team teaching has not been as high as we have hoped. An important reason for this failure is the lack of communication between the Korean teachers of English and the native English teachers. More specifically, the failure has resulted from not only a lack of opportunities for these teachers to communicate but also a lack of guidelines and strategies for improved intercultural communication between teachers from different cultural backgrounds. This study provides step by step guidelines for how to set up communication time, what to share, and how to set up effective team teaching in English education.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.195-208
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• 2005

This paper discusses the independent seminar as one of the appropriate courses, in particular, for the students who study English literature in the doctoral program. Those who take the Ph.D. program in English literature are considered as future scholars or teachers. In taking the coursework, they not only delve into the knowledge of literature, but also begin to establish broader and deeper senses of research ability. The independent seminar class helps them build such senses through the way in which they experience to the development of the syllabus by themselves. Furthermore, in contrast to a regular class, in which a group of students learn in a classroom, the independent seminar gives each student intensive interactions with his/her professor through the out-of-classroom circumstances, since the seminar is based upon one-on-one study between the student and the professor.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.353-380
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• 2009

The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.51-78
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• 2006

This research conducted between March and December of 2005 has focused on analyzing a diverse range of educational services provided by English native-speaking instructors teaching in Korea. This study includes quantitative research findings from 238 university students. This dual-semester research study focuses on our most recent Korean EFL (English as a Foreign Language) programs provided for university students who wish to improve their English ability. Many students hope to partake in lectures taught by Native English Speaking teachers (hereafter NS teachers), and many universities are also willing to open additional courses for these students. However, in order for lectures to be most effective, NS instructors need to be appropriately trained or qualified teachers in order to successfully educate their students. Furthermore, NS teachers need to constantly review their teaching styles and strategies to allow for professional development and to ensure an improvement in their teaching methodology. Overall, this research provides whole English lecture views of NS teachers that is data-driven regarding designing, implementing, evaluating, and reforming the education of English taught by NS teachers working in Korea.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.131-158
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• 2006

The purpose of the present study is to explore an effective way of teaching English vocabulary which is geared toward improving students' English communicative competence. This study focuses on English verbs, which may be followed by patterns according to subcategorization. Learning verbs must include learning about patterns as well as meaning in order to improve the ability to use verbs receptively and productively, or communicative competence. On the basis of the language progression proposed by Willis (2003), a teaching strategy which helps learners learn English verb patterns effectively and systematically was proposed. The effect of the teaching strategy was investigated. The subjects of the experimental group who learned English verb patterns intentionally through the teaching strategy proposed by this study significantly improved themselves in the ability to use them receptively and productively. This result shows that the teaching strategy including improvisation, recognition, rehearsal, system building, exploration and consolidation is helpful to improving communicative competence.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.391-411
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• 2005

The purpose of this study was to examine the effects of culture teaching and using web sites as a method of culture teaching in college English education. To achieve these purposes, a web-based culture teaching-learning model was developed and applied in English classes. Then, the effects were compared with those of a culture teaching method which were based on the traditional verbal explanation. As the tools for this study, two test sheets were used to measure language proficiency and American cultural knowledge. Focusing on the study results, the conclusions were summed up as follows: First, for enhancing the American cultural knowledge, using the web was found to be more effective than traditional verbal explanations. Second, for English language enhancement through web-based culture teaching, it is necessary to do it for each level of English proficiency or develop web sites which fit well with students' interests or levels.

• 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.17 no.4
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• pp.157-175
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• 2011

The purpose of this study is to compare learners' view on Korean and native teachers of English with regard to competence of teaching skills. A total of 166 high school students attending the same high school in Korea participated in a questionnaire survey. The students were asked a series of questions about their five Korean teachers of English and three natives. The analysis of the results indicates that the learners believed Korean English teachers would be better in teaching vocabulary, grammar and reading than native English teachers. The learners answered native English teachers would be better in teaching speaking, listening, and writing. In the areas of the accuracy of classroom language, the level of teacher-centeredness, and the amount of cultural information given in a classroom, there were no significant differences in the learners' responses between Korea and native teacher of English. By recognizing the differences of the learners' views on two different types of ELT teachers, we suggest that it would be beneficial for learners if we would utilize their views in designing and administrating a team-teaching program.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.59-77
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• 2011

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.

• English Language & Literature Teaching
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• no.4
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• pp.131-178
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• 1998

English teaching in the elementary school of Korea had been put into practice as an extracurricular activity from 1982 till 1996. But a TEFL program as a regular course in the elementary school of Korea has been practiced since 1997, according to the language policy to establish early English education in all the elementary schools of Korea. The purpose of this study is to identify the current state of English teaching in the elementary school of Korea, to investigate its problems and to suggest some remedies for its improvement. For this purpose this study includes the analysis and result of the survey. The survey result points out that English teaching in the elementary school of Korea is not satisfactory and has some problems in many fields. In this connection the present study suggests some remedies for the improvement of English teaching in the elementary school of Korea.