• English Language & Literature Teaching
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• v.15 no.4
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• pp.199-216
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• 2009

This study investigates how Korean speakers develop their interlanguage of English passive constructions with a reference to the learners' grammar proficiency levels. Sixty two college students of different levels of English participated in this study. They were asked to complete a sentence-completion task. Their production was classified into accurate passives, malformed passives, pseudo-passives, unaccusatives, and actives according to the use of transitive, ergative and unergative verbs. They then were further analyzed depending on the subjects' levels of grammar by three main factors: L1 transfer, the English voice system, and universal cognitive factors. The results showed that the subjects of the lower group produced more pseudo-passives, malformed passives, and overpassivization than those of the higher group, and even subjects of higher group still made passives for ergative verbs. It was also shown that L1 and universal factors had more influence on the lower group than on the higher group. Based on the analyses of the subjects' responses, the development of the English passive system by Korean learners is shown and some implications are suggested for effective teaching of English.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.159-183
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• 2006

The purpose of this study is to investigate Korean primary school English teachers' beliefs on self-directed teaching and learning for facilitating student's self-directed learning. A survey was conducted, using 315 primary school teachers as participants. According to different school areas, sex, English teaching careers, and types of English teaching like classroom teachers or English specialist teachers, beliefs on teachers' self-directed teaching were studied based on class planning, class process, utilization of human resources, development and utilization of teaching materials and class evaluation. The results of this study are as follows: first, differences were not shown except class planning according to teachers from different school areas. Second, sex and beliefs of teachers' self-directed teaching had nothing in common. Third, differences were shown in class planning and class process, according to English teaching careers. Finally, according to types of English teaching, differences were shown in class process and development and utilization of teaching materials. The study suggests that it is necessary to conduct other studies for observing primary English classrooms focusing on teacher's self-directed decision-making.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.269-289
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• 2010

The present study reports on a study of the development of customized intensive in-service English teachers training programs (IIETTP) reflecting on the demands of elementary/secondary school English teachers. For the purpose of study, a survey was conducted with 1,033 English teachers at elementary/secondary schools across the country. The results showed by and large no significant differences by school level, albeit some slight differences were revealed such as in training times, training methods, the percentages of teaching English in English (TEE), and other things. Since the two IIETTP models are presented as basic formats, they can be modified and applied according to the contexts of schools and the demands of trainees.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.309-326
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• 2011

This study examines the relationship between second language use outside of class and oral proficiency development. It first identifies out-of-class activities of international graduate students in the U.S. and the average time spent speaking English in those out-of-class activities. Interviews and student self-measurements of time spent speaking English each day were used to investigate the types and quantities of out-of-class activities. In addition, two sets of student oral proficiency test scores were collected. Correlation analysis is used to find out the relationship of the variables between the most salient out-of-class activities and oral proficiency gains. The findings indicate that second language use outside of class is important for international graduate students to improve their oral proficiency. This is especially true with regularized interaction such as talking at work and the average time spent speaking in English a day outside of class. This study suggests that learners of English in an ESL environment should be encouraged to take part in out-of-class activities in addition to English use in the classroom in order for them to improve their oral proficiency.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.241-259
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• 2002

The purpose of this paper is to analyze the recent trends of the development of the English textbooks in EFL situation. The 7th National English Curriculum(NEC) in 2001 which emphasized the curriculum-centered school education have had much influence on the traditional textbook-centered school education in Korea. According to the paradigmatic change of school education, the contents of the English textbooks were changed into the new types of students-centered classroom activities. For students' communicative activities, the English textbooks were developed by two types of syllabuses: process-oriented syllabus and product-oriented syllabus. The 7th NEC includes procedural syllabus and task-based syllabus as well as grammatical- structural syllabus and notional-functional syllabus. In short, unlike the English textbooks in former curriculums, learners' classroom activities and tasks have been emphasized in those to foster their communicative competence.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.69-79
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• 2000

This study compared the English and the Korean receptive competency of bilingual children with that of English and Korean monolingual children, respectively. The relation between English and Korean receptive competency of bilingual children was examined by age and gender. Subjects were 27 bilingual, 30 Korean monolingual, 24 English monolingual children. They were administered the revised form of the Peabody Pictures Vocabulary Test in Korean and English versions. Results show that bilingual children's Korean receptive competency is lower than those who spoke only Korean, and bilingual children's English receptive competency was a little lower than those who spoke only English, but the difference narrowerd with age. The relation between Korean and English competency in bilingual children was negative in 4- and 5-year-olds but became positive in 6-year-olds. This study shows that the two points-of-view on bilingual language development should be applied differently depending on children's age.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.339-356
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• 2011

This study explored pre-service English teachers' participation in the development of a rubric and examined evaluation of their own English poetry. The current study would investigate: 1) the pre-service English teachers' perception as a rubric developer and self-evaluator, 2) the number of analytic area that the participants included in their rubrics and the scoring scheme that they designed in their rubrics, and 3) the inter-rater differences between self-assessemnt and expert-assessment across analytic areas. Twenty-four EFL learners participated in the current study. The researchers analyzed the learners' own English poetry, their field notes which contained the process of their writing, their rubrics, scores of self-assessment, and expert raters' scores. The results revealed that learners showed positive responses on learner-directed assessment, that 'content' is the most important area, and that inter-rater difference is small across all analytic areas.

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

• English Language & Literature Teaching
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• v.7 no.2
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• pp.187-210
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• 2002

The goal of this study is to investigate the course development for the Korean students in the immersion English program. This study describes the detailed curriculum and makes some suggestions to improve the courses for regular, extracurricular, and special activities in the five-week immersion English program managed by KAIST in summer 2001. This immersion English program was designed to develop the students' communicative competence in speaking English with native speakers in the age of globalization, by providing students with the English-speaking immersion setting. The results of the students' tests and the data concerning the program revealed that the program was very significant in improving students' communicative competence focused on communication and presentation and in attaining the high motivation for the natural English communication by performing the student-centered and task-based extracurricular activities and special events.

• English Language & Literature Teaching
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• no.5
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• pp.191-218
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• 1999

The purpose of this study is to investigate the actual conditions of preschool English education, and teachers' and parents' recognition of preschool early English education in Cheonan-city. Recently the importance of English education as an essential means for communication in the whole world is emphasized in our society. That atmosphere makes the elementary schools offer English as a subject in their curriculums, and also many preschool education institutes begin to teach English in their education courses. However before we begin to teach English as a subject in the preschool education, we need to survey the actual conditions of preschools and recognition of teachers and parents. The first part of this study is to survey the theoretical foundations of early English education; 1) the definition of early English education. 2) the situation of early foreign language education in foreign countries. 3) the relationship between the language acquisition and the cognitive development. The second part is to analyze the results of the Questionnaire which was distributed among 86 teachers and 103 parents in Cheonan-city preschools. As a conclusion, some suggestions will be given for the development of early English education in the near future.