• English Language & Literature Teaching
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• v.13 no.2
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• pp.1-23
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• 2007

The purpose of this research is to explore the effects of systematic teaching English pronunciation and listening in English. Focusing on phonemes and words in pairs and sentences, the sound systems of the English and Korean languages are dealt with in conjunction with the test data. This paper first discusses the systemic, or primary interference and the habitual, or secondary interference that hinder comprehension of certain English sounds. Second, the analysis of input and output test data on the contrasting vowels and consonants shows statistic significance in terms of the probability (p value) of t-test. Third, the comparative data by means of percentile of right answers on contrasting vowel and consonant sounds expound the different sound systems of the English and Korean languages. With this data, problems in pronunciation of and listening to English, and the factors that may cause these problems are analyzed so that they can be used as a guideline for a systematic approach in teaching English learners, thus leading to more satisfactory performance.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.1-13
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• 2002

One of the benefits of the internet-assisted instruction is that it can improve L2 Learners' motivation to express themselves in English. The purpose of this paper is to investigate an effective approach to British-American fiction learning in Korean universities, which can emphasize communicative strategies drawing on video-conferencing system, a chat system(CUSeeMe), and an e-mail system. Students are passive participants who cannot assert their creativity in the traditional teaching method of British-American fiction, which mainly relies upon reading and translation far from literature lessons. In CCDL(Cross-cultural distance learning) class, students can play active roles in asserting their own ideas and assuming considerable responsibility for making a presentation in English. A professor can play a role as a coordinator in supporting the students' activities and in winding up the class. The main significance of this article lies in providing a paradigm for CCDL class beyond the limitation of the traditional teaching method of British-American fiction in Korea and futhermore in exploring the eclectic integration of the traditional one and CCDL.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.233-239
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• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

• 중국학논총
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• no.70
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• pp.1-18
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• 2021

Writing is an indispensable skill among the four language skills, but in actual teaching, it is also a difficult part to master for students. To improve students' writing ability, it is very important to understand their cognition and attitude towards writing. Because students are the main body of learning, learning and teaching are complementary to each other. Comprehending students' opinions is very significant for improving teaching. For this, the purpose of this paper is to investigate the perception and attitudes of Korean college students towards Chinese writing de ply, and based on the results of the survey, this study also suggested several proposals. As one of the basic researches of writing teaching design, this paper provides a certain reference basis of future instructional curriculum designs.

• International Journal of Advanced Culture Technology
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• v.1 no.2
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.11-22
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• 2009

Scratch, one of the educational programming languages, provides a media-rich programming environment and easy interface to users. It supports Korean language and is utilized usefully in programming classes in elementary and middle schools. However, programming causes cognitive loads to young students. Because the programming process is a complex problem solving procedure that requires logical and abstract thinking abilities. Therefore, we developed a problem based scratch programming teaching and learning model to enhance intrinsic motivation of learners and to maximize the effects of using the scratch, educational programming language. The developed problem based teaching and learning model considered elementary students' characteristics. It was implemented in fifth grade elementary school classes and the educational effects of the model was analysed. The developed model was helpful in enhancing students' problem solving potential and logical thinking abilities.

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• English Language & Literature Teaching
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• no.4
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• pp.39-51
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• 1998

This paper aims at implementing a new program designed to improve the level of communicative competence of Korean learners of English. For this purpose, the most important issue to be resolved is defined first. Then, a brief survey of the literature on the nature of communicative competence. Next, methodological considerations are added in because they are thought to be the keys to success. Lastly, the main teaching points are presented to ensure the success. The paper as a whole is a presentation of a new program for a better communicative competence. The new program is nothing other than actual communicative practice which ensures an authentic interaction.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.69-84
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• 2002

This is a work-in progress paper which the researcher is working with an English teacher in Waseda University in Japan. We started the same project in the year of 2001. This is a replication of the previous paper about the exchange project with Waseda University students. The exchange program with Waseda University students encouraged Howon University students in various ways. In this paper, the researcher also tried to show how to use authentic materials from the internet, TV, magazines and other resources of mass media. Using those materials were helpful to the students to improve their English ability. The result of this study will give positive impact to further studies.

• Journal of Engineering Education Research
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• v.17 no.5
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• pp.13-16
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• 2014

This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.