The importance of explicit form-focused instruction is well recognized these days and the research has been focused on how to teach grammatical forms. Among several issues concerning instructional styles, this study deals with instructional modes: input-based and/or output-based instruction. There have been conflicting research findings regarding the efficacy of input-based or output-based instruction. To these conflicts the third view is added, which argues that input practice is better for comprehension skills ,and output practice for production skills, seeing language as one of many skills we can learn. Given this background, the present study proposed an experiment to test the argument of skill acquisition theory, and the results indicates that the specificity of practice effect in skill acquisition theory did not work for the learning of the third person singular -s of English.

Kyunghee Yeo. 2000. A Case Study on the Subject-Exchange Teaching Systems in Elementary English Class: a Transitional Scheme of Problem-Solving. Studies in Modern Grammar 20, 199-213. It goes without saying that a teacher who is responsible for the effective teaching is one of the most important factors in teaching-learning situation. The controversy over who should teach English to elementary school students has continued since English was introduced in elementary schools in 1997. There are two systems in which English can be taught in elementary schools. One is the system in which a classroom teacher who has the deepest understanding toward his/her students teach English. The other is the system in which a subject teacher who has good command of English teach English. Generally, the Ministry of Education encourages the classroom teacher to teach English to children and the teachers who have little confidence in teaching English prefer the system in which a subject teacher teaches. Both systems are said to he strengths and weaknesses. This paper suggests the subject-exchange teaching system that compromises above mentioned two systems and shows how elementary school teachers think of this system and illustrates the case and the effects of subject-exchange teaching system.

Yeo, Kyunghee. 1998. Information Processing of the Cognitive Skill and the Second Language Learning. Studies in Modern Grammatical Theories 12. 241-256. The purpose of this paper is to explain the second language learning from the perspective of the cognitive psychology, which views the second language learning as an information processing. According to the perspective of the information processing, the mastery of complex cognitive tasks, such as learning the second language, requires relatively large amounts of processing capacity and time and another that occurs quickly and takes little processing energy. These two types of operations are referred as "controlled" and "automatic" processing, respectively. Repeated performance of the components of the task through controlled processing leads to the availability of automatized routine, resulting in learning. But there is more involved in learning a complex cognitive skill than automatizing subskills. The learner must also impose organization and structure the information that has been acquired. As more learning occurs, internalized, cognitive representations change and are restructured. This restructuring process involved operations that are different from, but complementary to, those involved in gaining automaticity. Although both processes occur throughout the learning, gains in automaticity are thought to be more characteristic of early stages of learning and restructuring of later stages.

eo, Kyunghee. 1997. Effective Methods of Grammar Instruction. Studies in Modern Grammatical Theories 10: 139-156. The purpose of this paper is to suggest effective methods of grammar instruction which has been undervalued by some researchers. First, this paper discusses consciousness raising which can be defined as the deliberate attempt to draw the learner`s attention to the formal properties of the target language. Next, input processing instruction, the transition from input to intake, is found to be a better method than traditional grammar instruction which stresses the manipulation of output. Finally, a task-based approach -- integrating grammar instruction and communicative language use -- is recommended for effective grammar teaching.

The purpose of this study is to discuss and compare two approaches to using linguistic universals in the explanation of second language acquisition. The first approach is "Universal Grammar approach" within which the notions of parametric variation and markedness have been applied to second language acquisition. The second approach is "typological approach" which used the notion of implication to explain universals in second language acquisition. It is suggested that both the UG and the typological approach make many of the same fundamental assumptions about the nature of interlanguage and how such data are to be explained and that two approaches make different claims as to whether the grammars of primary languages and interlanguages are identical with respect to universals. More evidences are needed to decide which approach is better in explaining universals in second language acquisition.