• English Language & Literature Teaching
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• v.17 no.2
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• pp.161-180
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• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• The Journal of the Korea Contents Association
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• v.20 no.4
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• pp.582-590
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• 2020

This paper aims to analyze and introduce the primary English curriculum of North Korea reformulated according to the New Educational Program. Sources for analysis are the 4th and 5th primary school English syllabus based on the New Educational Program, explanations of the New Educational Program appeared in People's Education and Kim, Jeong-Il's selected writings. The analytical sources are classified into characteristics, objectives, contents, methods and evaluation. The findings are as follows: The primary English education aims to reach to the basis of middle school English by learning English alphabets and basic English expressions. 4th graders learn basic oral English such as pronunciation, stress and intonation for the first semester and learn English alphabets and their sounds for the second semester. 5th graders learn familiar topics in English and repeatedly practice the important components of English such as pronunciation, vocabulary and grammar. The method is to maintain students' interests in English and encourage students to use classroom English. Also, structural practice is an important part of the method. Evaluation is primarily process-oriented and must motivate students to excel in English rather than fail in English.

• 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.16 no.3
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• pp.207-229
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• 2010

The present study has sought to explore the critical issues of English immersion education through the voices of the four elementary teachers who have recently taught at immersion programs under the guidance of Busan Metropolitan City Office of Education. The interview data with three teachers and the teaching journals of one teacher were analyzed and categorized into two emergent themes: (1) current difficulties in the immersion programs and (2) possible problems with the implementations of immersion programs in all public schools. Specifically, the first issue included teachers' inadequate teaching skills for immersion programs, accumulated learning losses, and lack of immersion class hours. The second issue included workload imposed on immersion program teachers, promotion of private education, learning losses of other subjects, and administration for show. Finally, pedagogical implications are suggested.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.1
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• pp.44-52
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• 2022

With recent scientific advances and growing interest in AI technologies, AI-based chatbots have been viewed as a practical learning aid for English language development. The purpose of this study is to examine preservice teachers' perceptions on the potential benefits of employing AI chatbots in English instruction and its pedagogical aspects. 28 preservice teachers majoring in English education were asked to use Kuki chatbots for a week with a guidance of a researcher and then report on their perceptions of AI chatbots in terms of perceived usefulness after use, applicability, and educational benefits and drawbacks. Emerging codes and themes were identified and evaluated using Thematic Analysis(TA) based on qualitative data from surveys and interviews. The findings show that six emerging themes were identified, encompassing perspectives on teacher, learner, communication, linguistic, affective, and assessment. The overall findings of this study revealed that AI-based chatbots can play a significant role as learning tools for stimulating interactive communication in a target language. Most preservice primary teachers acknowledge that AI chatbots can be useful as teaching and learning aids for both teachers and students. Furthermore, when applying various learner data to chatbot technology, such as learner assessment and diagnosis, a guided approach is necessary to perform a conversation appropriate for the learner's level and characteristics. Finally, as chatbots have a variety of benefits in terms of affective aspects, they may improve EFL learners' confidence in speaking English and learning motivation.

• Phonetics and Speech Sciences
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• v.15 no.4
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• pp.11-16
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• 2023

The present study examines how a cognitive attention affects Korean learners of English (L2) in perceiving the English stop voicing distinction (/d/-/t/). This study tested the effect of attentional distractor on primary and non-primary acoustic cues, focusing on the role of Voice Onset Time (VOT) and fundamental frequency (F0). Using the dual-task paradigm, 28 Korean adult learners of English participated in the stop identification task carried with (distractor) and without (no-distractor) arithmetic calculation. Results showed that when distracted, Korean learners' sensitivity to VOT decreased as priorly reported with native English speakers. Furthermore, as F0 is a primary cue for a L1 Korean stop laryngeal contrast, its role in L2 English voicing distinction was also affected by a distractor, without compensating for the reduced VOT sensitivity. These findings suggest that flexible use of multiple cues in L1 is not necessarily beneficial for L2 phonological processing when coping with a adverse listening condition.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.99-109
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• 1999

Environment education, which is a principal solution to environmental problems in the world, is being practiced in Korea through the national curricula for primary and secondary schools. However, it hasn't been effective so far to practice environment education within those schools where a variety of subjects are taught. The purpose of this study is to look for the possibility of practicing environment education and thereby to make some suggestions for effective environment education in the field of English education, which doesn't seem to have a close relationship with environment education. This study first specified prospective contents of environment education by analyzing the Seventh National English Curriculum. Then, on the basis of them, the study explored how to practice environment education in the field of English education. Finally, for effective environment education, it made some suggestions and emphasized the importance of consistent efforts.

• English Language & Literature Teaching
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• no.5
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• English Language & Literature Teaching
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• no.5
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• pp.79-101
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• 1999

With the advent of the 6th and the 7th national educational curricula in Korea. English language teaching in communicative perspective has been highly recommended and widely practised in that context. The aim of new approach is to enhance the students' general communication abilities in English. However, English teachers still find it very hard to improve the students' communicative competence in English since English remains to be taught as a school subject. In so far as English is taught as a school subject, students' attention is paid to the formal elements of English and the increase in communicative competence in English is hardly expected Only when the students' attention is paid to the content, their communicative competence is expected to increase. The best way to shift the students' attention from formal elements to content is to teach other school subjects in English, that is, English immersion education. To introduce immersion education to Korea, the two most successful examples of Singapore and Hong Kong are reviewed in terms of language policies and general practices in their primary and secondary schools respectively. To implement the program into Korea, extensive research on it is expected henceforth.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.120-128
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• 2000

Even though we basically regard spoken English like listening and speaking rather than written language as an important principle in Elementary Education of English, actually students are being taught English only by imitating what they heard and watched through audio or video tapes in the scene of elementary school. Of course, it is successful to learn English focused on a spoken language not in EFL(English as a foreign language) but in ESL(English as a second language) circumstance. Therefore, we provide products of multimedia contents in order to give opportunities which can make use of English in the classroom through the Web in this paper. In addition to it, we write this paper on method to strengthen motivation for learning language even out of the classroom by putting English to practical use through video conference system or E-mail exchange.