Chong, Larry Dwan. 1999. Some Effects of Initial Role-game in Elementary Teachers` Training. Studies in Modern Grammar 18, 167-181. The purpose of this paper is to know how effectively Initial Role-game works in elementary teachers` training sessions. They get training how to teach 4 English skills (listening, speaking, reading, and writing) to his/her students, using songs, chants, games, and role-plays. However, this goal could not be reached appropriately because each education center didn`t have enough training specialists, native instructors didn`t understand the goal of the project well, and there were also some age and proficiency differences among trainees. To resolve these problems, a so-called `initial role-game` is developed, applied to `98 summer training session, and got some prospective results unexpected. After applying the game, when they were asked they could teach the game to students, surprisingly 55 % of them answered they could. The initial role-game offers an opportunity and some effects s follows: I) Every member can understand the goal and standard of the sessions. 2) Trainees can get rid of fear they have against native speakers and get self-confidence. 3) Each trainee can get some ideas how to cooperate and compete. 4) It maximizes their applicability, offering trainees` centered program. 5) It maximizes the effects of `Here & Now`. In conclusion, for the student-centered English education, it is essential for training centers to offer the initial trainee-centered program just like `Shopping role-game`, making everyone understand the goal of the sessions.

• 정두환 | Larry Dwan Chong