• English Language & Literature Teaching
• /
• no.5
• /
• pp.123-147
• /
• 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
• /
• v.13 no.3
• /
• pp.133-156
• /
• 2007

Although the understanding of English tense system is a crucial factor for communicative English learning and teaching for EFL students, it has been neglected over the years. As with other areas of the grammar, difficulties may arise from the nature of the system itself or from differences between time, tense and aspect. Consequently, many learners face a considerable difficulty with the English tense system as they are more often unable to grasp the basic conceptual differences of present/present continuous, past/present perfect, will/be going to along with many others. More concerning fact is that lots of instructors or so-called native English teachers seem not to be aware of the importance of teaching English tense system. The purpose of this study is to review and examine various theories and practical usages of tense in order to establish and/or present better methods for teaching tenses. This paper is focused on comparatively exact distinction of time, physical notion from tense, grammatical category as well as sequences of tenses in view of school grammar and communicative function. At the end or middle of each chapter, efficient teaching and learning techniques or strategies on tenses are suggested to help instructors or learners who relentlessly face confusions in understanding tense and its usage for communicative English learning and teaching. This study attempts to influence learners' ability to recognize and write tense in authentic contexts not to mention spoken English.

• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.157-175
• /
• 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
• /
• v.17 no.2
• /
• pp.59-77
• /
• 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
• /
• no.4
• /
• pp.131-178
• /
• 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.

• English Language & Literature Teaching
• /
• no.3
• /
• pp.71-93
• /
• 1997

Teachers' beliefs about teaching English are reflected in their practices in the classroom. They influence on the students' attitude to English learning. Any teacher training program expects the trainees to change or modify their existing beliefs and attitude through the new ideas and information introduced by the program toward a desired direction. The present study describes a teacher training program for elementary school English teachers and compares the beliefs of the teachers about teaching English before and after the training. The subjects are the elementary school English teachers around Chungnam area who get a special training of 120 hours during January 1997. The investigation of the subjects' beliefs on English teaching is conducted through examining two journals of each subject before and after the training. The journals show the teachers' inner flow of thought, so teacher trainers are expected to get insight on their general instructional considerations and have implications on the future teacher training program through examining these journals. In addition, the journal writing itself gives the teachers opportunity to reflect their practice and rethink about their beliefs, and develop themselves as professional English teachers.

• English Language & Literature Teaching
• /
• v.10 no.2
• /
• pp.89-111
• /
• 2004

The purpose of this article is to study the effect of finger play teaching method on the reproduction of children's English words. The hypotheses are as follows: 1) there will be the difference of the reproduction of children's English words between the experimental group(that is taught by finger play teaching method) and the controlled group (that is taught by only oral teaching method). 2) there will be the difference of children's retention capacity of reproducing English words between the experimental group and the controlled group, The researcher made the time series data The measure tool was the check list for reproduction test of children's English words that was made by Run-Soon Oh and J. Eden(2004). The researcher analyzed the data using the Repeated Measures ANOVA and the Analysis of Covariance. The findings of research are as follows: 1) the more the frequency of teaching increases, the more there are the difference of reproducing English words according to frequencies and groups. The reproduction capacity of the experimental group is better than that of the controlled group. A degree of statistical significance is p<.001. 2) The difference of retention capacity of reproducing English words between the experimental group and the controlled group is a statistical significant, p<.05. The experimental group is better than the controlled group.

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

• Phonetics and Speech Sciences
• /
• v.2 no.4
• /
• pp.129-134
• /
• 2010

Jenkins (2000, 2007) suggested lingua franca core (LFC) of English as an international language (EIL) context. According to her, intelligibility of English pronunciation of L2 English speakers and English learners is more important than pronunciation accuracy in English communication. Her suggestion has been widely accepted in Korean classroom situations, so the systematic teaching of English pronunciation has been rarely emphasized. In this paper it is argued that the LFC of English is widely misinterpreted in Korea while some of her suggestions themselves are also misleading. This paper tries to redefine Jenkins' LFC and provide suggestions for teaching LFC in Korea.

• English Language & Literature Teaching
• /
• v.13 no.4
• /
• pp.271-292
• /
• 2007

The purpose of this study is to investigate what English teachers think about what and how to teach culture, as a way of helping students build relevant background knowledge and enhance their motivation in learning English. A total of 300 teachers completed a self-report questionnaire in four areas: (i) their understanding and liking of English-spoken countries, (ii) their use of materials and tools for teaching culture, (iii) their consciousness of teaching culture, and (iv) their needs for culture learning in the teacher-training program. The results show that (i) they think American culture is dominant in EFL but they are much interested in British culture; (ii) they rely on internet most for their cultural experience while they think students get much of the cultural information from textbooks; (iii) they are very much conscious of the importance of teaching culture for improving students' English proficiency; (iv) they want to learn in the teacher training program more about cultural practice, which can be subsumed under the so called 'small c'. The findings suggest that (i) textbooks need to include contents to promote students' cultural awareness and foster intercultural competence, (ii) teachers should use authentic materials with appropriate adaptation, and (iii) a teacher training program should cover a wide range of contents and skills for teaching culture.