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Teaching English through English means speaking and using English in the classroom as often as teachers possibly can, for example when organizing teaching activities or chatting to students socially(Willis, 1991). English Immersion Program failed to be performed across the nation for some or other reasons. As its alternative TETE has a great impact on English education in Korea. This paper tried to offer the basis of theory and practice of TETE, exploring Direct Method originated in 19th centuries. Then it found out how to perform TETE. At the early stages, a lot of praise and encourage will be necessary and correction of mistakes should be kept to a minimum lest students should lose confidence and give up. Besides, this article studied the ways TETE must and should be presented or performed in high and middle schools. In the former, pair or group activities should be preferred in the English classrooms for the better communication between teachers and their students. In middle school English classrooms it is said to be desirable that the rate of English use should by degrees be increased from the lower grade to the higher one. Students must know that it does not matter if they make mistakes when they are talking, or if they fail to understand every word that their teachers say. Also they must remember that the main aim of learning a language is to learn to communicate in that language. This paper will be beneficial to English teachers and their students as well as related authorities as a foundation of theory and practice in performing TETE. (Kongju National University).
The purpose of this study was to examine if the English proficiency of students improved when grammar class and writing class were connected. For this study the students took a grammar test four times, they wrote short composition on the given topic 8 times and they submit a self reflection report on their satisfaction with grammar class, on the improvement of their English proficiency and on how much the exact grammar knowledge helped to write composition. qualitative research program NVivo 9 was used to analyze these reports. The results show that the students had difficulties using several grammar categories such as present perfect, present perfect continuous, present perfect passive, continuous passive form and tense. Errors such as articles, plural noun, subject-verb agreement and tense were frequent in the students` compositions. In their self-reflection reports the knowledge of English grammar led them to write grammatically correct sentences and finish their writings early and to have competence that they can convey their ideas correctly at English writing. In sum, the effectiveness of English grammar education can be maximized when grammar class is connected with other English speaking or writing class and when context that students can use the grammar they have learned is provided. (Gimcheon University)
The purpose of this paper is to investigate how EFL learners in Korea produce and interpret English noun-noun compounds. Noun-noun compound constructions have been the subject of substantial research over the past decades in the fields such as linguistics, psychology, natural language processing, bilingual acquisition, etc. However, there has been little research regarding the Korean L2 learners` compound acquisition. 104 students from two universities in Korea participated in the research. In the survey of 15 compound production and interpretation tasks, the students showed an overall competence of endo-and exocentricity as well as headedness. The students used both full-list and decomposition analysis to assess the compounds. The research also showed that students in general preferred the thematic relation to property interpretation. The factors affecting the misunderstanding of the compounds and educational implications are discussed.
The purpose of this study was to analyze Taekwondo related department students' Taekwondo English awareness and their English study attitude as Taekwondo becomes globalized. A total of 251 students of Taekwondo related departments participated in this study. A survey was conducted by using a 5-scale Likert questionnaire and then collected. The data was analyzed, and the results were divided into two categories. First, the participants were well aware of the importance of Taekwondo English and its necessity in the department curriculum. In order to study Takewondo English effectively, the related Taekwondo English courses need to be development based on the students' English ability. Also, the participants agreed to the relationship between the Taekwondo English and their job. Secondly, the participants were interested in studying English in general especially for interaction with foreigners. However, the level of interest of studying in English was not very high because of their lack of experience in studying English. Pedagogical implications and the direction of Taekwondo English are discussed. (Korea University, Korea Nazarene University)
American English and Korean speakers produced English words starting with sC and sCr consonant clusters. I compared frication noise durations of /s/ between the two groups, and found that the former group produced significantly longer /s/ than the latter group. I also compared relative maximum intensities of /s/ with the following vowel or approximant, and found that the former group's intensity was higher than that of the latter group. These findings indicate that the /s/ produced by American English speakers is long and loud, and Koreans cannot produce it with those acoustic characteristics. (Dongguk University-Seoul)
This paper aimed to investigate the perceptions on the qualities of English teachers and the differences in their perceptions. A close investigation of teachers`` perceptions on the qualities entails clear implications for improvement of the field. For this study, 84 native and nonnative English teachers currently teaching at international/foreign schools and the after-school programs at public schools in Korea participated. The data collection was a questionnaire. The questionnaire with 41 items consists of questions regarding personality and attitude, professional ability, teaching skills and background knowledge, the understanding of culture, and the quality of native and non native English teachers. The findings showed that they share the common perception of the qualities regardless of the differences in the school system and the teacher status. However, the results also indicated that there are certain qualities that are more stressed on a certain group of teachers. Implications from the study results will shed light on the qualities of English teachers across Korea regardless of school types. (Bukyong National University)