• English Language & Literature Teaching
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• v.9 no.2
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• pp.193-211
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• 2003

This study aims to illustrate students' and teachers' perceptions towards certification of English proficiency and proficiency- based curriculum, and to investigate their needs for developing college English program. A total of 597 students and 28 teachers participated in the survey. The findings showed that both groups acknowledged the usefulness of the certification of English proficiency and proficiency-based curriculum. However, both groups showed a negative response to 'waive test' (testing for the replacement of English required class). They also expressed high level of needs in increasing the number of courses and credit hours, reducing the class size, and improving facilities. Both groups perceived speaking and listening as more important skills, while students showed various preferences for effective language practice activities. The findings of this study suggest t hat the introduction of certification of English proficiency should he supplemented with follow-ups both in pedagogical aspect and on administrative level.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.179-194
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• 2009

The purpose of this study was to develop an integrated music activity model based on musical concepts for 2-year-old children in order to include music in whole personality education in a rapidly changing society with increasing need for toddler care. Research methods were review of literature and survey. Subjects were 185 teachers in B city. They were asked to record their thoughts and needs during the process of musical activities with toddlers. Research concluded that an integrated music activity model for toddlers requires statement of purpose, contents based on musical concepts, and appropriate teaching methods which can be extended to arts education in general. Discussion further suggested diverse expression through singing, listening, body movement and combining with other arts.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.17-36
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• 2007

This study examined educational and career backgrounds of 180 early childhood English teachers and curricula of training courses for early childhood English teachers in continuing education centers across 6 areas in Korea. Data analyses showed that (1) curricula for early childhood English teachers consists of basic practical conversation, English teaching skills, understanding early childhood education and general English knowledge. (2) Most teachers are women between 30 to 40 years of age, university graduates with majors in English literature, English education and/or early childhood education with confidence in speaking in and listening to English. (3) They were satisfied with their retraining courses. (4) English pronunciation skill was not always related to English conversation skill, but clarity of pronunciation influenced teaching confidence.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.494-509
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• 2013

The purpose of this study is to analyze the articulation between kindergarten curriculum and subject of Korean language in an elementary school. Analysis was conducted with following findings. Firstly, out of 696 activities related with elementary school curriculum, those related with Korean language marked the highest number with 281. Secondly, as for articulation between subject of Korean language and themes of kindergarten life, environment and life marked highest with 173, Thirdly, in the area of kindergarten life, listening/speaking marked top with 173, followed by literature 87. Based on this findings, we are able to grasp present state of articulation between Nuri course guide book for five-year old kindergarten children and subject of Korean language in an elementary school and further would like to utilize it as basic data to boost articulation between curriculums of kindergarten and an elementary school.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.127-142
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• 2004

This paper examines the relationship between children's English proficiency in grade three and English learning environment and experiences before entering elementary school. In English learning environment and experiences, three influences consisting of children, home environment, and environmental influences of English learning are used to find out which influences contributed to children's English proficiency in grade three of elementary school. The result of this study shows that children with high interest in English have higher proficiency in all language skills reading, writing, listening, and speaking than that of children with low interests. For parents' influences, parents' high interests toward their children's English leaning and high monthly income result in children's high English proficiency. For English environmental influences, children who start at the early age and continue studying English have higher English proficiency.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.157-175
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• 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
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• v.18 no.2
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.127-152
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• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.

• Speech Sciences
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• v.8 no.1
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• pp.143-157
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• 2001

This paper focused on glottal parameters contributing to the perception of loud voices because energy of a voice is not the only effective factor. We used a formant synthesizer to synthesize loud voices. We divided F0 tilt (the tilt of F0 contour), SQ (Speed Quotient), OQ (Open Quotient) and TL (spectral Tilt Level) into three levels to get different combinations with default values for the other synthesizer parameters. Analysis of listening tests indicated that F0 tilt, SQ, OQ and TL in descending order had significant influence on the perception of loud voices. F0 tilt had a far more significant effect than the others. The influence of SQ increased greatly with the exclusion of F0 tilt as a factor. The interaction between parameters was not significant.