• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.440-451
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• 2013

English village in Korea is an unique model for English education and a number of English villages have been established and operated since 2004. Although educators related to English education have acknowledged English village' growth, there is not enough research on development of English village program. The purpose of this study is to develop and implement an effective task-based program in English village in Korea. 'A' English Village is chosen for analysis and Brown's[17] and Long & Crookes'[36] frameworks are adapted for developing task-based English village program. The study included seven steps for program development and explanations and activities for each step are illustrated in detail. Finally, operational considerations for English village program are discussed and some implications of this study will be able to contribute to task-based language teaching for young learners.

• The Journal of the Korea Contents Association
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• v.12 no.8
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• pp.461-470
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• 2012

English as official languages of the world has constantly increased the necessity. Since 1997 the government has adopted English as a regular subject in elementary school and Currently, an English specialist teacher has been employed, and native speakers have been hired in schools. In addition to, Teaching English in elementary schools was common. The importance of English was emphasized not only private organizations but also government, As the early 2000s, local provinces were interested in English education. To reflect the phenomenon is an English village. Seoul, Gyeonggi province and almost all other municipalities built the English village for each region. The English Experience Center and the English village surveyed how they are being operated and also checked students who have completed English Experience Center Research methods is to survey currently running the English Villages, and the experience centers by analyzing the programs. As a result of the programs, most English centers achieved its own purposes. Thus, This study checks Busan, Seoul, Gyeonggi English Village and Jeollanam-do English experience camp used for data analyzes and suggests improvements for English education.

• 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.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.133-149
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• 2003

As the world becomes a global village, national conferences become more frequent, and the language of choice to mediate the exchange of information is English. Accordingly, the purpose of this research is to find several methods to prepare L2 students for English communication at conferences. Various studies about discourse markers can be found in this study. Discourse markers are indicators of fluency in spoken language, and indicators of improvement from features of spoken English to more typical forms of formal writing. In this study the presentation styles of native speakers and Asian non-native speakers are compared, and the difference between efficient and non-efficient speakers at conferences are discussed. As a study of conference English teaching and learning method, this research targets suggestion and application of discourse markers for L2 speakers. As a result, the fact that discourse markers are very important in effective writing and conference English is found and accordingly we can see that developing the ability to use discourse markers in writing and speaking are essential for L2 speakers.

• Journal of Digital Contents Society
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• v.16 no.3
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• pp.407-415
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• 2015

Offline English Zone refers to a physical environment in which the learners can check the results while they practice speaking and listening in English, and look up the vocabulary and information on their own. However, offline English zone is inevitably dependent on limited and artificial environment and its operation is greatly limited in having to provide an environment in which the students can spontaneously experience role play in an artificial space set in a small-scale English village consisting of shopping, restaurant, and hospital zones. The purpose of this study is to analyze the problems of the environmental restrictions in educational methodology utilizing offline English zone programs. Moreover, based on the ubiquitous concept. It is to provide a strategy for utilizing online English zone programs which utilize multimedia tools, wireless internet, and SNS.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.165-198
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• 2002

The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high textbook and eight different kinds of senior high textbooks. Then questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interest in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.

• Journal of the Korean Institute of Landscape Architecture
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• v.25 no.3
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• pp.124-130
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• 1997

In some cases of the English landscape garden style in Germany, for example, Worlitz, Branitz etc., including Mu나며, I have found out invisible geometric figures, that must be on the basis of landscape gardening. Particularly the Muskau park. The church of the village "Gerg", outside of the park, and the "pucklerstein" are the bases of this diagram. Above all, I am convinced of my hypothesis of √2 diagram, while I can also understand, out of my analysis, the relations and descriptions of the park in the book of the gardner, Hermann Fust von Puckler-muskau, "Andeutungen uber Landscahaftsgartnerei". Finally, I wish to discuss, how to do the phenomena, 'picturesque motif and geometric figures of the English Landscape Garden.

• Cartoon and Animation Studies
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• s.37
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• pp.107-142
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• 2014

The purpose of this study is to examine the effects of the teaching English factors on student's communicative competence and motivation by using animation at the College. To achieve this purpose, this study presented an effective integrative teaching model to develop students communicative competence. The study created animation based teaching English model by using the animation of Frozen and applied it to lectures. Using animation in the classroom was a creative English teaching technique involving authentic activities like English dram, English guide contest, and various communicative activities A case study on the use of the animation in English classes at was examined and the language teaching syllabus were provided. In order to investigate the motivation and proficiency of learners, the writer chose 79 students who took the lecture. The study discovered the students' motivation and proficiency in English improved significantly. The results of experiment are as follows: First, using animation in the English class was found to have meaningful influence student's intrinsic motivation to learn English. Second, using animation in the English class was found to be effective for developing student's English proficiency. Third, appropriate materials should be selected and applied it to the real classroom activities. In conclusion, one of disadvantages of learning is less communication and the authentic interaction in a real life, so that the integrative teaching methodology which is combined English content and English animation content is also the effective method to improve student's intrinsic motivations in the age of global village.

• Asian-Australasian Journal of Animal Sciences
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• v.14 no.5
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• pp.697-700
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• 2001

A prolonged farrowing interval is common on small farms in Nepal and may be attributable to the absence of boar contact at the time of weaning. To examine whether synthetic boar pheromone spray might be of value to aid the stimulation and detection of estrus, 30 village farms, each with a single sow, were recruited into a field study. All sows entered the study on final weaning from their first lactation at 56 days post partum. For 13 treatment sows, a boar pheromone spray (SOA, Intervet, Boxmeer, The Netherlands) was applied each day after weaning whilst 17 other sows did not receive any stimulus (negative control). When estrous was detected by the farmer, sows were taken to the nearest boar for service. There was a significantly shorter weaning to re-mating interval for treatment sows (42.9 V 82.2 day, p<0.05), with a significantly higher proportion of treatment sows rebred by day 60 after weaning (p=0.024, Fishers Test). It is concluded that use of boar pheromones can improve reproductive efficiency of sows kept under Nepalese village conditions.

• Journal of English Language & Literature
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• v.57 no.1
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• pp.27-49
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• 2011

This article proposes to stay away from contemporary critical arguments concerning Michael's value system, which is construed mainly from his choice between his patrimonial lands and his son Luke. Presuming that Michael's value system as have been argued so far could never be the poet Wordsworth's own concern at the time of the composition of the poem "Michael," this article proposes to get back to the all too real socio-historical situation of the early nineteenth-century England. Mere consideration of the socio-historical situation, when combined with a close reading of the poetic text (a close reading of both the poetic story and the poetic history from which the story may be said to have been constructed), directs us to the poet working on the simple paradigm of 'the country and the city at war with each other' but the victory having been given to the city already. The guarantee contract for a supposedly prospering nephew's debt and the letter from another prospering relative in London are undoubtedly the key elements that lead us to the war paradigm. Michael's family members, each and all including Michael himself, and all of their village people, have been imbued with the city's commercial values, which renders them all the more easier victims within the war context. Luke's defeat in the city is viewed as being really the consequence, rather than the cause, of Michael's defeat, which became apparent as soon as the news of the latter's financial disaster reached his ear. Michael should therefore be regarded as one of the typical English countryfolk of the time, with whom Wordsworth often, but not always, identifies himself. Insofar as the economic view or attitude is concerned, there certainly is a distance between Michael and Wordsworth, this article argues.