• English Language & Literature Teaching
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• v.8 no.2
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• pp.219-243
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• 2003

The purpose of the present study was to develop a new English language model of an integrated syllabus for kindergarteners, in order to teach and learn English. An English syllabus is a tool for realizing the goals of a curriculum, in the planning of language teaching that is primarily concerned with content and method components. Thus appropriate syllabus design can play an important role on the whole effectiveness of early English education, because it presents selection and grading of content and method for English textbooks. The basic principle of the present syllabus is based on the national curriculum of kindergartens. Developing an English syllabus model for kindergarteners could suggest standards and directions for teaching and writing adequate English textbooks for kindergarteners. The syllabus model integrates competence in communication using a proportional approach and focussing on the characteristics of kindergarteners. This study presented an integrated English syllabus for kindergarteners at the ages of five, six, and seven.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.243-261
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• 2003

The purpose of this study is to introduce Korean teachers and researchers ESL standards for TESOL students developed by TESOL association in 1997. The standards were designed to be useful for teachers and other educators who want to incorporate them in their educational programs for ESOL students in mainly the USA. These standards are important because they articulate the English language development needs of ESL learners and provide directions to educators on how to fulfill the needs of ESL students. Also. they emphasize the major role of language in the attainment of other content area standards. In this paper the author introduced not only the theoretical backgrounds. construct. meaning of the standards, and the ways of implementation but also their lessons to our Korean situation.

• English Language & Literature Teaching
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• no.5
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• pp.103-122
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• 1999

In this paper, I will argue that in teaching L2, it is important to take a holistic teaching method considering various learning styles of the learners and the nature of L2 learning. Under the situation that most of the school education is centered on the left brain activity, learners with the right brain preference tend to get only to the lower proficiency than they really can. To prove this, I conducted a experiment on two classes of high school students. I decided the hemispheric preference of each students using HMI (hemispheric mode indicator) Then I compared the hemispheric preferences of students with their scores in English tests. The students with right hemispheric preference show significantly lower scores than the ones with left preference. It is implied that the current English education should adapted to address various learning and cognitive styles and whole-brain L2 teaching method should replace the left-centered instruction in the learning environment.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.129-145
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• 2002

This paper compares the four official romanization systems (1948, 1959, 1984 and 2000) and analyzes the third- and fourth-year primary school English textbooks and teacher's guides in terms of romanization of personal names. This study is conducted with the assumption that the inconsistent use of romanization is due to two major causes, i.e., the frequent changes of the formal romanization systems and the exclusion of the romanization system from the school curriculum. The current third- and fourth-year primary school English text books (Ministry of Education, 2001) are chosen for the analysis because they are the first primary school English textbooks to be implemented based on the 7th National Curriculum. The study found that the textbooks and teacher's guides did not state which romanization system they were following and were not consistent in romanizing personal names. This study suggests including the current official romanization system in the current primary school curriculum and outlines a strategy for teaching the romanization system which suits the curriculum.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.109-126
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• 2007

English article has been considered as one of the most difficult areas to learn among ESL/EFL students. The current paper reviews English learners' article error patterns as well as pedagogy in order to teach English articles and to minimize learning difficulties on English articles. Different pedagogy for English articles on the basis of learners' proficiency levels are suggested as each proficiency level student shows a different error tendency; beginning level language learners used the zero article with the most facility while intermediate level language learners used the definite article the most accurately. However, studies about high advanced level learners' error patterns present that these high accuracy rates among beginning level students might be a result of students' plain guessing. Considering these error patterns, pedagogy for advanced level is also suggested.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.25-51
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• 2012

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.

• 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.

• Journal of English Language & Literature
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• v.56 no.4
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• pp.753-772
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• 2010

The purpose of this work is to examine the viability of employing the prosody cloning technique in teaching English prosody. Ten native speakers of Korean high school students with similar level of English proficiency participated in the poem self-study experiment. Five of them were grouped into the experimental group and the remaining five into the control group. One popular English poem from a high school textbook was selected and its recording by a professional native speaker of English was used in the experiment. The members of the two groups made a recording of the poem both before and after the experiment. For the study material, the experimental group used their own recorded utterances with their prosody cloned from the professional English speaker, while the control group used the utterances of the professional speaker alone. The acoustic analysis of the recordings by the prosodic foot both before and after the experiment showed that the experimental group performed slightly better than the control group in the realization of the intensity contour of the poem. There were no significant differences in the realization of the intonation contour and segmental durations between the two groups. The recording after the experiment was also subjectively evaluated by a native speaker of English and the scores for the experimental group were slightly higher than the control group. These findings suggest that the use of English poems with the help of the prosody cloning technique is a potentially viable approach to teaching English intonation to high school students. A long-term study with more students is necessary.

• 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.

• English Language & Literature Teaching
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• no.4
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• pp.131-178
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• 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.