It has long been shown that Korean EFL students have not practiced extensive reading in school curriculum. Their vocabulary knowledge is limited and a tool for measuring text readability for them has hardly been developed and used. The study aimed to check the current situations on the above issues and develop a reading framework appropriate for extensive reading within the national English curriculum, including the Readability Formula in Korean EFL contexts (KRF). The study consists of four steps. The study does a survey to check the current Korean EFL situations on the issues, suggests a new vocabulary learning size, develops a readability formula as a tool for measuring text difficulty based on the newly suggested vocabulary size, and finally validates the formula with various kinds of English books, including the primary and secondary school English textbooks. It is expected that this study will provide a model for the vocabulary size and the readability index for extensive reading in EFL contexts.

The study explores the way professors working in a private university in Korea perceive the recent English-medium instruction (EMI) frenzy in Korean higher education (HE) and the way they respond to its manifestation at their institution. Working within a qualitative research paradigm (Merriam, 2009), I gathered data primarily via one-time semi-structured interviews with ten participants who have offered or are offering EMI at the time of data collection and used a qualitative data analysis method. The findings illustrate that the professors view external factors residing outside individual universities, such as the college rankings and the university evaluation parameters, as the principal drive behind the current EMI boom in Korean tertiary education. Acknowledging the importance of strengthening the international competitive edge of Korean HE in the global era, the professors perceive the EMI policy positively expecting it to be beneficial for both students and institutions. They, however, problematize the blind acceptance of EMI policy and externally forced EMI expansion movement in Korean HE, which they believe will lower the standard of the academic experience of students. Experiencing first-hand the inadequate manifestation of the EMI policy at their university, the professors claim that a systematic long-term implementation plan and context-suitable approaches should be taken at both the national and institutional level for successful future EMI implementation and expansion efforts.

The present study examined the role of language proficiency in dyadic discourse in the organization of repairs and the distribution of linguistic features contained in repairs. One native speaker of English and five non-native speakers participated and formed three dyads: one same-proficiency NNS-NNS (non-native speaker), one different-proficiency NNS-NNS, and one NS (native speaker)-NNS dyads. Results showed that overall repair patterns in this type of interaction were more conversational than didactic, and that the degree of difference in proficiency between the participants in the dyad influenced repair patterns and the distribution of linguistic features in relation to repair patterns. Also, discussed in the present paper are some implications of the results and other issues related to language learning.

This paper explores the learners' experience process and features in the initial stage of extensive reading process through college students' daily based journal writings. The subjects of this study were 10 volunteer students and they kept their journals from 30 minutes to 2 hours daily based for two weeks. The participants took pre and post tests in order to find out how their reading comprehension ability improved. Four of them improved it while the rest of them did not. After writing journals for two weeks, all students agreed on the potential power of extensive reading. In addition, they realized their learning problems and tried to overcome them on their own ways. Although the research period was only two weeks, the students showed the potential of extensive reading in learning English. From the results of the study, extensive reading encouraged the students to read more and they were convinced that extensive reading will lead to successful learning English. It can be meaningful outcome from the 2-week period research. Thus, a longer period scheme could provide more detail information to the extensive reading.

This paper aims to address the gains and losses of the CMC environment in Language learning. Data were attained from twelve middle school ESL students who took English as a second language class and twelve pre-service teachers taking ESL foundation course. This exploration describes the role of CMC focusing on its' advantages and disadvantages which language teachers need to consider. The findings revealed that the teachers, tasks, and other elements involved in the CMC environment provided several gains and losses for many areas of learning. This implies that CMC alone does not provide an optimal learning environment, but rather it is used as an essential tool in providing opportunities to enhance language learning. Several suggestions are made for teachers and pre-service teacher education how CMC instruction might be better designed. The paper concludes with some practical considerations for future research in the area of CMC.

The purpose of this study is to investigate the optimal conditions for designing tasks appropriate to the elementary classroom based on the correspondence with the national curriculum, integration among four skills (listening, speaking, reading, and writing), authenticity, and interactivity. For this study, two primary English teachers volunteered to participate in the case study conducted in the spring semester of the 2012 school year. Each class observed was composed of 29 and 30 sixth graders (12-year-old learners). Data were collected through classroom observation and lesson plans. Optimality theory was used to analyze data from the lessons. From the findings, the overall ranking of constraints is Curriculum ${\gg}$ Integration ${\gg}$ Authenticity ${\gg}$ Interactivity. It is also shown that for teacher 'L', the tasks such as 'guessing game', 'photo of me', and 'role play' were appropriate to help students ask questions and give reasons for their choices. As for teacher 'C', the tasks such as 'hand spans', 'transport survey', and 'picture telling' needed to be considered in order to help students understand and write comparative sentences.

This is a retrospective, quantitative review of the English Teachers Association in Korea, namely the ETAK and its journals during the period of 18 years ever since the establishment in August 1994. It examines the history of the association, its domestic and international conferences, and most importantly, its articles. The purpose was to learn how it has emerged into a full-fledged organization, what the preferred language of the article has been, how the volume size has changed, and how many foreign scholars' articles have been contributed. It also looked into the number of authors each article was written by to examine the trend of cooperative work in the field of English education. Classification of the research topic was focused on the 4 skills of the language, grammar and vocabulary, literature, linguistics and all the rest areas were categorized into others. From the results of the study, suggestions for the future ETAK in the Korean English teaching were to be given.

This research aims at exploring what Korean teachers of English need for their effective professional development, particularly from the perspectives of peer trainers who are school teachers as well as teacher trainers. The research is based on an assumption that despite the critical roles of peer trainers in the changing process of English education, very little attention has been paid to listening to their voices. Having an awareness of the meaningfulness of their voices in teacher education, the researcher collected and analyzed the data, employing a questionnaire responded by 32 peer trainers and in-depth group interview with 6 peer trainers who responded the questionnaire. The research findings suggest that the majority of peer trainers believe that the priority should be put on teaching practice rather than language competence for Korean English language teacher development. It has been found that they believe that teacher learning within the workplace with some support from outside experts is the most effective way of making classroom change possible and keeping teachers' professional development sustainable. Finally, the research suggests school-based professional development as an alternative strategy to satisfy their needs on effective and sustainable professional development.

The purpose of this article is to explain the meanings and uses of the English auxiliaries will morpho-syntactically, and answer the question of whether will is a tense auxiliary or a modal one. Some writers even exclude will completely from the semantics of the modal auxiliaries. They argue that the semantics of will is fundamentally non-modal and has only a few modal-like uses. There are some people who treat will to be semantically separate from the other modal auxiliaries. In the light of modal will, the semantics of will basically remains anchored in volition because the lack of required speaker subjectivity, but has undergone so much semantic bleaching that it may also express future time without volition. On the other hand, the semantics of will in the exclusionist view is erroneous and that its semantics is in fact closely related to the semantics of the other modals. This view reinforces the argument that the morpho-syntactic kinship of will, can, may and must also reflects semantic kinship. It is suggested that all the modal auxiliaries show that the correspondence relation is non-verified but potential. And the specific place that will holds is that the correspondence is unverified at the time of utterance but will turn out to become verified. The overall conclusion is that idiosyncratic morpho-syntax shared by the modals reflects the semantics and pragmatics of the English modal auxiliaries and is forced also to include will.

This study examines the use of the modals and quasi-modals of obligation and necessity, which involves the layering of must, should, have (got) to, got to, and need to in a corpus of cross-cultural communication between EFL learners. The study compares the EFL learners' corpus with a sub-corpus of ICE-GB in terms of token counts and semantic/functional distributions because International Corpus of Standard varieties of English serves as common reference points for international comparison of varieties of English. The results showed that must, should, and have to were the main players in both the corpus of EFL learners and that of native speakers. However, some discrepancy exists between EFL learners' corpus and the native speakers' corpus in the use of the modals and quasi-modals of obligation and necessity. Compared to the corpus of native speakers, the corpus of EFL learners was distinctively different in the relative unpopularity of have to and in the comparative popularity of must particularly for root meaning. Suggestions were made for using computer corpora in understanding EFL learners' language use. And pedagogical implications were made for teaching English modality considering the current usage of the modals and quasi-modals in Standard varieties of English and helping the students develop pragmatic competence.

This study examines the importance of learning language and cultural integration in general English class focused on TOEIC reading comprehension. The understanding of cultural learning and learners' cultural awareness has long been a subject of debate. This study was not only to analyze the improvement of students' interest and reading comprehension ability of TOEIC through cultural learning, but also to ensure students who learn American culture overcome cross-cultural miscommunication and improve their English reading comprehension skills. Pre-post surveys and the pre-post TOEIC tests were used to measure language proficiency and American cultural knowledge to two groups: the experimental and control group. The results from the study were as follows: First, students had better TOEIC scores with improved motivation after understanding American culture relevant to the lessons. Second, reading comprehension skills with regards to TOEIC also improved, compared with the students who were not exposed to American culture due to lack of opportunity.

The study focused on exploring the ways that young ESL learners can cultivate media literacy by asking critical questions about the messages embedded in popular American TV cartoons. The participants in the study were five Korean children who came from three different families that had been living in a Midwestern college-town in the U. S. for less than two years. Research methods include analysis of interviews, video-taped sessions and photos of children's drawings. The children were asked about their American cartoon viewing habits as well as critical questions after watching two episodes of their favorite cartoons-Pok$\acute{e}$mon and SpongeBob. The analysis revealed that on one hand popular culture played an important role in helping children to adjust to a new culture and in motivating them to learn English. Further, the children believed that watching American cartoons was helping them improve their English skills. On the other hand, it appeared that they were not accustomed to being asked critical questions and thinking critically while watching American cartoons. Participation in the study increased the children's familiarity with critical questions and critical thinking to varying degrees. Pedagogical implications and suggestions for teachers are discussed.