• English Language & Literature Teaching
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• v.12 no.3
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• pp.167-186
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• 2006

We live in a global village that requires a language with a genuinely global status as a means of communication. During the twentieth century, English has clearly emerged as the lingua franca owing to both past British political imperialism and the more recent superpower status of the United States. Further contributing to world domination of the English language is the fact that the computer and Internet sprang from the US. Whether you like it or not, you are destined to learn English at least to some extent in order to live in this global village. For the last two decades, one of the most mistaken ideas a number of Korean English teachers have had is that speaking and listening are the primary forms of language, while reading and writing are secondary. In fact, reading is regarded as a skill of much consequence to us since it provides us with access to a huge quantity of information on the Internet, of which at least 80% is written in English. Writing, too, deserves a great deal of attention because we are increasingly called upon to use standard English expressions. As diligent learners of English, we had better not forget the place accorded to language not only as a medium for exchange and constructing information but as a tool for thinking. So we should try to think in English to the point where we have thinking-in-English as a habit, thereby leading to increased familiarity with the language. Such familiarity entails, above all, possessing a command of English.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1273-1284
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• 2013

The purpose of this study is to develop vocational English textbooks for vocational high school, especially marine production high school. Vocational English is intended to increase English proficiency in the area of specific industry or jobs. Based on the review of the literature, the study established developed vocational English textbooks for marine production high school based on the modular system. The developing process includes analysis for marine production job, marine production high school and current English textbook for marine production. Based on the analysis, this study developed English contents which marine production students utilize in not only school but also workplace. Also, this study suggests future research directions for effective development and use of the textbooks in the vocational high schools.

• English Language & Literature Teaching
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• no.4
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• pp.53-84
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• 1998

The purposes of the present study were to give the new direction of teaching English based on the 7th English curriculum, and to show some useful insights on English teaching in the 21st century. The 7th English curriculum was developed in two parts: as a required subject and as an elective subject. As a required subject, the English curriculum applies to the third grade of elementary school through to the first grade of high school. The elective subject of the English curriculum applies to the second and third grades of high school. In the 7th curriculum reform, a proficiency-based language program will be applied in the form of intensive and supplementary courses at the same levels irrespective of differences based on students' abilities, schools and regions. Linguistic functions, communicative functions, subject matters are included in the content area in language organization. Limiting the length of sentences is applied at elementary school only and is not applied at higher levels.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.199-218
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• 2011

This study is to explore one of efficient procedures in producing English textbooks for secondary school students. According to a series of changes in the National Curriculum, new textbooks have been selected and used in English classes. Textbooks are one of the fundamental factors in teaching and learning languages together with learners and teachers. So this study emphasizes the significance of textbooks and presents the practical model of producing English textbooks including activity books, from major aspects such as planning, writing, editing, selecting, etc. The current government has made continuing efforts to improve English education development by administrating innovative policies [strategies]. However, there still remain lots of difficulties in this gigantic task, which is not an exception in the matter of textbooks. Therefore, to provide students with better textbooks, the government should not only invest great funds but also renovate the present polluted system of selecting textbooks.

• Language and Information
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• v.7 no.1
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• pp.55-68
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• 2003

Most of the previous approaches to English agreement phenomena have relied upon only one component of the grammar (e.g., either syntax, or semantics, or pragmatics). This paper argues that interrelationships among different grammatical components play crucial roles in such phenomenon too (cf. Kathol 1999 and Hudson 1999). The paper proposes that, contrary to traditional wisdom, English determiner-noun agreement is morpho-syntactic whereas subject-verb and pronoun-antecedent agreement are reflections of index agreement (cf. Pollard and Sag 1994). The present hybrid analysis of English agreement shows the importance of the interaction of different components of the grammar in accounting for English agreement phenomena. In particular, once we allow morphology to tightly interact with the system of syntax, semantics, or even pragmatics, we could provide a solution to some puzzling English agreement phenomena. This allows a more principled theory of English agreement.

• MALSORI
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• no.41
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• pp.1-18
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• 2001

The purpose of this paper is to slove problems with English pronunciation education and to correct the misbelief that misbelief that English pronunciation can be thught effectiverly by native speakers or good speakers. Best sellers have many mistakes even in the description of sounds and most English education departments in national universities teach English phonetics theoretically only for 1 semester, More than 10 years' investigation into native speakers' and good speakers' teaching methods in various ways confirmed that they couldn't know English phonetics teachers should have a theoretical and practical knowledge of phonetics of English and students' dialects and the abilities to find the same or similar English sounds their students can make in normal or abnormal situations, to make both correct sounds and incorrect ones their students can make and to make them perceive the differences by using various ways.

• Speech Sciences
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• v.3
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• pp.71-82
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• 1998

Five sets of nonsense acoustical stimuli {$[sp{\varepsilon},st{\varepsilon},sk{\varepsilon}],\;[p{\varepsilon},t{\varepsilon},k{\varepsilon}],\;[sb{\varepsilon},sd{\varepsilon},sg{\varepsilon}],\;[b{\varepsilon},d{\varepsilon},g{\varepsilon}],\;['{\varepsilon}b{\varepsilon},'{\varepsilon}d{\varepsilon},'{\varepsilon}g{\varepsilon}]$} were presented for identification of English stops to native speakers of English, Chinese, and Korean. The English speakers perceived stops after /s/ as /p, t, k/; in other contexts as /b, d, g/. In the languages where other distinctions exist, however, the evaluation was different. The results suggest that in English the cue for stops after /s/ was syllable structure constraint: After initial /s/ always /p, t, k/ follow; the cue for the initial stops was aspiration. On the basis of the results, it was concluded that in English we should classify the unaspirated voiceless stops in initial /s/-stop clusters into the phoneme where [$p^{h},t^{h},k^{h}$] are in, and that perception is not only language specific but also context specific.

• Phonetics and Speech Sciences
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• v.3 no.3
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• pp.49-56
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• 2011

This study investigates how American English high back vowels are identified. American English and Korean speakers participated in a phonetic experiment for this study. This study shows their response times of the vowels and discusses how the speakers identified them. For the experiment I used a synthesized vowel continuum between American English /u/ and /$\mho$/based on American English male speakers' voice obtained by Peterson and Barney (1952). I manipulated spectral steps and vowel duration of the stimuli. The statistical results showed that American English speakers were not able to distinguish the stimuli based on spectral quality. Instead they relied on vowel duration. This suggests that the American English high back vowels have changed since Peterson and Barney recorded them in 1952. The Korean speakers also relied on vowel duration, not spectral quality since they could not distinguish them. American speakers' response times of these vowels were not affected by both spectral quality and vowel duration. Koreans' response times were affected by vowel durations only.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.240-242
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• 2007

The goal of this paper is to investigate effects of three prosodic factors, such as phrasal accent (accented vs. unaccented), prosodic boundary (IP-initial vs. IP-medial) and coda voicing (e.g., bed vs. bet), on acoustic realization of English vowels (/i, $_I/$, $/{\varepsilon}$, ${\ae}/$) as produced by native (Canadian) and nonnative (Korean) speakers. The speech corpus included 16 minimal pairs (e.g., bet-bat, bet-bed) embedded in a sentence. Results show that phonological contrast between vowels are maximized when they were accented, though the contrast maximization pattern was not the same between the English and Korean speakers. However, domain-initial position do not affect the phonetic manifestation of vowels. Results also show that phonological contrast due to coda voicing is maximized only when the vowels are accented. These results propose that the phonetic realization of vowels is affected by phrasal accent only, and not by the location within prosodic position.