• English Language & Literature Teaching
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• v.16 no.1
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• pp.259-281
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• 2009

The ICELT(In-Service Certificate in English Language Teaching) is a highly practical course-based English teacher education program which integrates classroom teaching and off-site teacher training. This case study analyzes the three-year implementation of the ICELT program in Korea and discusses its effects and the implications for improving the inservice English teacher education system. It has been found that the course participants were satisfied with the quality of its execution, thinking that it contributed to their professional development in the areas of teaching practice, methodology and language competence. The study has identified several success factors as shared program goals among the course participants, including systematic selection of course participants, well-qualified tutors and the proper provision of resources including syllabus, teaching materials and course assessment system. Nonetheless, it has been suggested that attention needs to be paid to generalized application of the ICELT for English teacher education due to the limitations such as the heavy workload caused by the program, lack of course participants' collaboration with other teachers at their schools and tutors' poor understanding of the Korean education context. Bearing this in mind, the implications for improving the inservice English teacher education system in Korea have been discussed. Finally, further studies have been suggested, which are concerned with in-depth investigation in exploring the division of roles between native English speaking tutors and Korean ones and the impact of the program on the sustainability of course participants' professional development and the impact on schools.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.87-110
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• 2007

Past studies conducted on the students' verbal participation both in and out of class have explored and identified variables affecting the process of learning to speak English. However, little is known about the causes and effects of these variables. A survey form developed from a previous study was administered to 468 university students taking English conversation classes from native speakers of English. To better understand the causes and effects of speaking barriers, path analysis was administered as the main tool of investigation. The results of the study indicate that familiarities toward NS (Native Speaker) teachers, learner faithfulness, che-myon, NS teachers' classroom management skills, and NS teacher's trustworthiness account for 50.72% of speaking grades. These factors are causally related to learner attitudes. However, with regard to speaking grades, all of the above factors except che-myon are also causally related with each other. Therefore, it was concluded that learner attitudes can be improved by minimizing che-myon, however, che-myon itself cannot be a predictor of speaking grades. To validate the findings of the study, related research work is discussed and implications are provided.

• Educational Technology International
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• v.10 no.1
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• pp.59-78
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• 2009

Language Capital is one of the most important academic abilities and competencies for new era of globalization worldwide. In Europe and Asia where English is not the native language, it is necessary to encourage higher education to improve language competency from both qualitative and quantitative aspects. In so far as online university concerned, it appears of significance to prepare for globalization from the perspective of cross border education, and it needs to focus on how to design and develop English-medium teaching (EMT) or in other words English mediated instruction(EMI) for both teachers and students. In order to provide supportive programs of English-mediated class for teachers and students, the study examined and analyzed what abilities are needed for teachers based on DACUUM approach, suggesting teachers' competency as well as strategies for online- EMT. Based on literature review, DACUUM analysis, focus group interview with teachers and students who experienced online EMT, online programs supporting both teachers and students for online EMI were developed. This program expects to play roles of practical guidelines and reference for both teachers and students online in an extension of language capital improvement.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.572-583
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• 2019

This study sought to find out what the most ideal and appropriate native English speakers-Korean English teacher cooperative class model and the defining factors for organizing effective cooperative classes in the English education environment of our country. To achieve this goal, a total of 165 sixth graders of five elementary schools in Seoul were subject to the study. For about a month from April 1 to April 30, 2019, the survey and statistical analysis were conducted, including multiple return analysis, correlation analysis, cross analysis, and t/F verification. In summary, the results of the study are as follows. First, it was found that among the recognition of cooperative classes between native English speakers and Korean English teachers, it affected the defining factors in the order of class-related skills, task orientation, teaching-learning strategies, and motivation. Second, based on learner characteristics, the difference in perception of cooperative classes between native English speakers and Korean English teachers was verified, and the perception of native-Korean English teachers' cooperative classes was different depending on gender and the type of English cooperative classes currently participating, but the recognition of native-Korean English-Korean English cooperative classes, which were statistically significant, was not confirmed. Third, according to learner characteristics, the difference in the definition factors of the learner was verified and the difference between the sexes occurred, but the learner-defined factors according to the current type of English cooperative class did not occur. Also, there was no difference in the definition factors of scholars according to the type of English cooperative classes desired.

• Speech Sciences
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• v.5 no.2
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• pp.57-75
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• 1999

The purpose of this paper is to develop an English prosody training system using PC for Korean learners of English. The program is called Intonation Training Tool (ITT). It operates on DOS 5.0. The hardware for this program requires over IBM PC 386 with 4 MBytes main memory, SVGA (1 MByte or more) for graphic, soundblaster 16 and over 14 inch monitor size. The ITT program operates this way: the learners can listen as well as see the English teacher's stress and intonation patterns on the monitor. The learner practices the same patterns with a microphone. This program facilitates the learner's stress and intonation patterns to overlap the teacher's patterns. The learner can find his/her stress and intonation errors and correct these independently. This program is expected to be a highly efficient learning tool for Korean learners of English in their English prosody training in the English class without the aid of a native English speaker in the classroom.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3557-3563
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• 2014

Korean National Level Kindergarten Curriculum does not include English education in regular class time. On the other hand, more than 90% kindergarteners are taught English. This study examined the Native English Teachers' (NETs') cultural aspects of their teaching at regular kindergartens in Korea. Data was collected through in-depth interviews with four NETs who were working at regular kindergartens in Korea, their partner Local English Teachers (LETs) and kindergarten principals. All interview data was transcribed and categorized based on the grounded theory method. The results showed that NETs are not required to be culturally prepared to teach in Korean kindergartens. Consequently, most of them do not consider the students' culture in their teaching activities. Moreover, Korean kindergartens, where research participants work, are not prepared well to invite NETs into their regular curriculum. These results will have significant implications on Korean kindergarten's English education practice.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.85-102
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• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)

• English Language & Literature Teaching
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• no.3
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• pp.1-12
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• 1997

Errors in EFL writing are very often attributable to learner's inadequate understanding of the target culture. Most of these errors are very hard to identify because they are grammatically correct notwithstanding the meaning. EFL learners almost habitually equate the meaning and usage of a linguistic item when it is present both in the native and the target languages. However, seemingly identical items in both languages sometimes prove themselves to be distinct from each other because of cultural differences. Some expressions in the native language are neither socially acceptable nor meaningful in the target language. Out of sheer ignorance, moreover, one puts a target item in the way he may use it in his native language. For instance. the primary feature of the term "friend" in Korean is [+same age group]. So, a Korean young man is not supposed to call his teacher a friend. This paper aims to clarify patterns of college level writing errors caused by interference of mother culture.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.72-82
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• 2017

The purpose of this paper was to explore university students' perceptions on NEST(Native English-speaking Teacher)s and NNEST(Nonnative English-speaking Teacher)s who taught in an English camp of A university. 172 university students participating in the English camp during the vacation were asked to fill out a questionnaire including the satisfaction with the camp, NESTs' and NNESTs' general teaching qualifications, class management, and teaching contents. The data were analyzed through frequency, Pearson's Chi-square test and Fisher exact test. The research found that students were satisfied with NESTs' and NNESTs' classes in the camp. The students recognized that NESTs offered interesting classes while NNESTs prepared and taught the classes well. They also pointed out that NESTs instantly managed classes while NNESTs tended to rely on textbooks and offered more materials in classes. They realized that NNESTs focused more on English speaking, gave students more feedbacks about students' outcomes, and communicated with students more effectively. The paper provides pedagogical implications for more effective NESTs' and NNESTs' teaching.

• 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.