This study was aimed at finding pedagogical answers to the question of ‘what are the qualities of native English speakers at a Korean middle school’. In this study, research results were derived using phenomenological methods from seven native English teachers at a middle school. The results of the study are as follows; 1) native English teachers should teach English effectively, 2) native English teachers should be able to adapt to their positions in Korea, 3) native teachers are ‘new information providers’ and ‘introducers of new cultures’. Korean society has focused on the external conditions and specifications of native speakers. However, it is now necessary to clearly define the qualities that native teachers should have and use them for recruitment and education of native teachers. Also, native teachers who want to work in Korea need to be trained according to the cultural and educational situation in Korea. Through this study,it is critical to consider measures to improve the legal status of native English teachers.

The study investigated ten Korean secondary English teachers’ views on to what extent core competencies were reflected in textbooks using 18 Likert-type statements. This study also examined their views on how well cultural contents and activities met curricular objectives of teaching culture through open-ended questions and interviews. Results showed that the three items on civic competence had lower means except for the one on ethical use of information collected in class. Teachers replied that tasks for each grade were deficient in helping students feel proud of their own culture and developing positive attitudes toward other cultures. They thought that current cultural contents lacked diversity despite positive improvements in including other cultures over the years and possibility of meeting curricular goals. Consequently, they made various efforts to offer appropriate culture teaching using additional materials and/or activities with diverse teaching strategies and techniques. Some implications are drawn from these results for better culture teaching.

The objective of this study was to compare nutrients intake, health indices, and prevalence of chronic diseases by occupation in middle-aged men, using results from National Health and Nutrition Examination Survey. The subjects were divided into two groups by their occupation (Office worker (OW) and Agri-fishery worker (AFW)) and their percentages were 75.5% and 24.5% respectively. In health-related factors, drinking rate was higher in OW (p<0.001), while smoking rate was higher in AFW (p<0.001). Walking and strength exercise were both higher in OW group. In dietary behavior, the rate of skipping breakfast and eating out was higher in OW (p<0.001). Food supplement usage were consumed by OW more than AFW (p<0.001). Daily energy intake was higher in AFW (p<0.05). There were significant differences in nutrient density per 1,000 kcal of minerals and vitamins between the two groups (p<0.05~p<0.001), except calcium, potassium, vitamin A and thiamin. In body weight, BMI, waist circumference and blood pressures, OW was higher than AFW (p<0.05~p<0.001). Whereas, HDL and LDL-cholesterol were higher in AFW (p<0.001). The prevalence of diabetes was higher in AFW (p<0.001). The results of this study can be used as data to establish nutrition and health strategies for occupation in middle-aged men.

본고는 2015 개정 교육과정에 따른 중학교 국어 교과서의 문학 단원을 집중적으로 고찰한다. 기존의 국어 교과서에 비해 2015 개정 중학교 국어 교과서의 단원 수가 감소하여 문학 단원의 작품 수가 현저히 줄어듦을 지적하면서 문학 단원에 수록된 소설 작품 양상을 분석하였다. 21세기 학습자들의 요구에 맞고 학생들의 정서적 공감대를 얻을 수 있는 소설 작품의 필요성을 제기한 후, 교과서 수록 작품의 변화를 제안한다. 그 대책으로 문학 단원의 소설 작품 수를 적절히 늘리면서 ‘청소년 소설’을 교과서에 수록하기를 요구한다. 아울러 2015 중학교 국어 문학 영역의 핵심 개념에서 문학의 본질, 문학에 대한 태도에 초점을 맞추어 이 조건을 충족하는 청소년 소설을 모색하고, 성취기준과 연관성 있는 청소년 소설 작품을 예로 제시하였다. 문학은 인간의 삶을 언어로 형상화한 예술 작품이다. 우리는 문학을 통해 삶의 즐거움과 깨달음을 얻고 타자와 소통하는 방식을 배운다. 이러한 문학의 가치는 청소년기 문학 교육의 중요성을 주지시키며, 청소년 소설 선정 기준에 심미적 체험의 소통, 문학을 통한 삶의 성찰이 잣대가 되어야 함을 시사한다. 문학교육은 학생들이 자아를 성찰하고 타자와 소통하며 문학 독서를 생활화할 수 있도록 이끌어야 한다. 그러한 까닭에 청소년기 중학생들이 알맞은 청소년 소설을 많이 접할 수 있도록 교과서 단원 속으로 적절한 텍스트를 끌어오는 것은 문학 교육적으로 중요하다.

본 연구는 제6기(2013년~2015년) 국민건강영양조사 결과 중에서 중년남성 882명을 대상으로 밀가루음식 주당 섭취빈도에 따른 건강관련요인, 영양소 섭취, 식행동, 건강지표의 차이를 비교하고자 하였다. 그 결과를 요약하면 다음과 같다. 1. 밀가루음식 저섭취군(54.0%)의 비율은 고섭취군(46.0%) 보다 높았다. 그리고 전체의 밀가루음식 주당 섭취빈도는 4.80회이었으며, 저섭취군(1.78회)과 고섭취군(7.83회)의 섭취빈도 간에 큰 차이를 보였다(p<0.001). 밀가루음식 종류별 섭취빈도를 보면 면류, 과자류, 빵류 순이었다. 2. 건강관련 요인에서 살펴본 월 1회 이상 음주 여부와 현재 흡연 여부, 스트레스 인지율, 1일 평균 수면시간, 1주일간 근력운동과 걷기 일수에서 밀가루 섭취빈도에 따른 유의적인 관련성과 차이는 없었다. 3. 1일 에너지 평균섭취량은 1,970.45 kcal이었고, 저섭취군 보다 고섭취군에서 약 630 kcal 정도 더 높았다(p<0.001). 그리고 고섭취군에서 상대적으로 당질 섭취비는 낮은 반면, 지방과 단백질 섭취비는 더 높았다(p<0.001). 무기질과 비타민의 1,000 kcal당 영양소 밀도에서 칼슘, 인, 나이아신을 제외하고, 모두 유의적인 차이가 있었다. 칼륨, 철분, 비타민 A, 비타민 B1, 비타민 C에서는 저섭취군의 섭취가 더 많았던 반면, 나트륨, 비타민 B2에서는 고섭취군의 섭취가 더 많았다 (p<0.01, p< 0.001). 4. 식행동에서 1일 식사횟수는 밀가루음식 저섭취군에서 고섭취군에 비해 3회 비율이 더 높아 관련성을 보였다(p<0.05). 외식빈도는 저섭취군(46.9%)보다 고섭취군(43.2%)에서 더 낮은 경향을 보였으나, 유의성은 없었다. 구입 시 영양표시 이용 여부는 고섭취군(20.5%)이 저섭취군(15.7%)에 비해 더 이용하고 있었으나, 유의적인 관련성은 아니었다. 5. 건강지표에서 신장과 체중, 허리둘레 값이 고섭취군에서 더 높은 경향이 있었으나, 신장(p<0.01)에서만 유의적인 차이가 있었다. 그리고 총콜레스테롤과 LDL-콜레스테롤에서 고섭취군이 저섭취군보다 더 높은 값을 나타내었다(p<0.01). 혈청 중성지방에서는 저섭취군이 고섭취군보다 10.5 mg/dL 정도 더 높은 값을 보였으나, 유의적인 차이는 아니었다. 본 연구결과는 국민건강영양조사 자료를 활용한 횡단면적 연구이어서 인과관계를 밝히기 어렵고, 밀가루음식 섭취량이 아닌 섭취빈도만을 가지고 연구를 행했다는 제한점이 있다. 그러나 대상자 선정에서 교란인자를 제외하였고, 통계분석에서도 보정함으로써 밀가루음식 섭취빈도와 영양소 섭취, 건강지표와의 차이를 독립적으로 측정하고자 하였다. 현재 우리나라에서는 밀가루음식의 섭취가 계속 증가되고 있어 이에 대한 우려가 있다. 실제로 본 연구에서 밀가루음식을 자주 먹는 경우 에너지 영양소의 섭취는 더 많았던 반면 나트륨과 비타민 B2를 제외한 대부분의 무기질과 비타민의 섭취는 더 적은 것으로 나타났다. 그리고 건강지표에서 총 콜레스테롤과 LDL-콜레스테롤 농도가 더 높게 나타나 우려가 현실화 되고 있음을 알 수 있었는데, 본 연구결과가 밀가루음식의 과잉 섭취 시 문제점을 알리는데 활용되었으면 한다.

A growing number of task-based learning (TBL) research has employed a processoriented research framework to analyze second language data in L2 classrooms using a task-in-process vs. task-as-workplan dichotomy (e.g., Seedhouse, 2004). Adopting the task-in-process framework, the current study analyzes how students in Korean EFL classrooms interact during information gap task activities. How do sequences of interaction during information gap tasks differ from the task-as-workplan? What are the specific institutional goals that the participants orient to while completing these tasks? This article attempts to answer these questions by analyzing the interactions that occur during a series of information gap tasks performed by different groups of Korean middle school students. The findings show how information gap tasks create minimized and truncated sequences that are different from the task-as-workplan as well as from how people would interact in ordinary conversation. Rather than promoting more talk by engaging in negotiation of meaning, learners engaged in a series of completion-oriented sequences to find the correct response in the most efficient way possible. The paper ends with suggestions for improving the design of tasks in pedagogical settings.

In this study, we have analyzed the 2015 KNHANES to understand the nutritional and health status of Korean middle-age adults from the perspective of frequency of eating breakfast. Those that eat breakfast five to seven times a week were 76.3 percent (male) and 72.7 percent (female). Frequency of eating lunch and dinner, and eating out was significantly higher among male subjects. The higher the frequency of eating breakfast, the higher the frequency of eating lunch, dinner and eating out. Female subjects that ate breakfast five to seven times a week had lower height and weight compared with other groups, but there was no significant difference of BMI and waist circumference among the four groups. Adults that eat breakfast five to seven times a week had consumed more carbohydrates, dietary fiber, phosphorus, potassium and vitamin C regardless of gender, which validates the nutritional benefits of eating meals regularly. Male adults that ate breakfast five to seven times a week revealed lower levels of diastolic blood pressure and LDL-cholesterol compared with other groups, which validates eating breakfast regularly was beneficial to their health. In conclusion, it is necessary to eat regular meals daily relative to the nutritional status and health of Korean middle-age adults.

This study aimed to compare energy nutrient intake, health related factors, physical characteristics, blood biochemical indices, prevalence of metabolic syndrome and odds ratio (OR) of metabolic syndrome based on dietary fat energy ratio. Subjects were 1,205 men aged 40~64 years. The average fat intake was 52.8 g. Subjects were divided into three groups (deficient, normal, excess) based on dietary fat energy ratio. The dietary fat energy rations of the three groups were 36.9%, 42.9% and 20.2%, respectively. Energy and protein intake were increased significantly with dietary fat energy ratio (p<0.001), whereas carbohydrate intake decreased (p<0.001). In health related factors, amount of smoking alone showed increase based on dietary fat energy ratio (p<0.001). In comparing physical characteristics, blood pressure and blood biochemical indices, excepting diastolic blood pressure, increased significantly based on dietary fat energy ratio (p<0.01~p<0.001). The rate that exceeded criteria in risk factors for metabolic syndrome was higher in the serum triglyceride (41.2%) and was lower in the waist circumference (22.2%). Prevalence of metabolic syndrome was 37.9%, and showed significant correlation to dietary fat energy ratio (p<0.05). The OR of metabolic syndrome was higher in deficient and excess group than in normal group, but it had no relationship between fat energy ratio and metabolic syndrome. The results of this study provide basic data to establish fat intake guidelines for prevention of metabolic syndrome in middle-aged men.

The purpose of this study was to determine the health behaviors and nutritional status related to dyslipidemia in Korean middle-aged adults (between 50 and 64 years old) from the Korean National Health and Nutrition Examinations Survey data (2007~2010). A total of 4,721 subjects were analyzed in this study. The subjects were divided into three groups (normal, borderline, and dyslipidemia) according to serum lipid levels. Parameters included in this study were drinking and smoking, anthropometric parameters, blood and nutritional parameters. The latter parameter included food/nutrients intake. All data was adjusted by sex, region, education level, and age. General linear model and logistic regression model were used for statistical analysis. The dyslipidemia group was comprised of more men than women. By contrast, the borderline group was comprised of more women than men (p<0.001). No significant differences were observed for other general characteristics. There were more smokers and drinkers(drinking per time) in the dyslipidemia group (p<0.05). Anthropometric data showed significant difference, ie, height (p<0.05), weight, body mass index, waist circumference, percent body fat, and blood pressure were higher in the dyslipidemia group (p<0.001). Only blood urea nitrogen showed no significant difference among groups. The HbA1c (p<0.01), fasting blood glucose, GOT, GPT, creatinine levels were higher in the dyslipidemia group (p<0.001). So it is required for the management of obesity in dyslipidemia group. The dyslipidemia group ate less sea food (p<0.05). The nutrients intake of energy and protein, thiamin, riboflavin, niacin, calcium, phosphorus were lower in the dyslipidemia group (p<0.05). Therefore, to lower dyslipidemia prevalence rates, it is necessary to increase the intake of foods containing ω-3 fatty acids. We also suggest a meal management program and nutritional education to recognize the risk of dyslipidemia, especially for people such as the individual in the borderline and dyslipidemia study groups. Key words: dyslipidemia, Korean middle-aged adults, nutritional status, health behaviors

This study examined the effects of learner-initiated noticing through comparison and teacher-initiated noticing through grammar instruction on EFL middle school learners' English writing process and uptake. For the study, 18 second-year middle school students with intermediate-high English proficiency were divided into three groups. After the first writing composition, one group (Group C) underwent a comparison stage, in which they compared their original writings and reformulated versions. Another group (Group I) received reactive grammar instruction on the four most frequent types of grammar errors, while the other group (Group IC) underwent both stages. All three groups revised their original writings in the next stage. To examine the learners' cognitive processes, think-aloud protocols were analyzed. The results showed that Group IC performed better in uptake than the other two groups, while no major differences were found between Groups I and C. This suggests that a mixture of learner-initiated noticing and teacher-initiated noticing influenced the learners' uptake.

This study investigates the effects of working memory capacity (WMC) and the types of vocabulary learning, i.e., explicit vs. implicit, on the acquisition of English multi-word verbs. For this purpose, a total of 60 middle school students, divided into two groups (control and experimental), participated in the study. The participants in the control group were taught multi-word verbs in a traditional and explicit manner, whereas the participants in the experimental group were exposed to multi-word verbs with short passages. The results manifested that both of the instructional styles had positive effects on the learners’ acquisition of multi-word verbs in the short-term. Although there was not a significant interaction between WMC and the overall scores on the immediate post-test, according to the scores on the gap-fill tasks which tested learners’ productive knowledge, there were significant differences between the low-WMC and high-WMC groups. High-WMC students learned more target multi-word verbs than low-WMC students on average. The results also showed that WMC and the two different learning types did not affect the students’ acquisition of multi-word verbs in the long-term. Further, the interaction effect between WMC and learning type in the long-term was not significant.

Shim, Young-sook. 2015. “An analysis of ELF-oriented features in Korean middle school English textbooks”. The Sociolinguistic Journal of Korea 23(3). 147~176. This study examined how ELF-oriented features were incorporated into English textbooks used in Korean middle schools. A total of 213 dialogues and 214 reading texts presented in 21 textbooks were analyzed from the perspective of English as a global language. The analysis of the data revealed the following findings. First, most of the textbook dialogues took place between either English native speakers or an English native speaker and a Korean speaker, with the number of dialogues involving non-Korean ESL or EFL speakers remaining very low. Second, nearly all the audio-recordings of the dialogues and the reading texts presented American English accent regardless of the nationalities and cultural backgrounds of the speakers or narrators in the materials. Lastly, a considerable portion of the reading texts contained topics or situations that can potentially enhance learners' interculturality, though ELF-related issues were rarely addressed in the texts. Based on the findings, this paper suggested some implications for ELF-based English education in Korean context.

With an effort to verify the involvement load hypothesis, this study investigates the effects of three different vocabulary learning tasks - reading, filling in blanks, and sentence writing - on learners' short and long term memory when they are provided with the theoretically identical level of involvement tasks. It is also to examine whether there are any differences of learning effects between input and output vocabulary learning tasks. The experiments were conducted with 86 Korean middle school students grouped by three different task types. Pre-/post-tests and delayed tests were administered and analyzed. It was found that three vocabulary tasks with theoretically identical levels of involvement do not have the same learning effects: the involvement load hypothesis was not completely proved in the case of Korean students' vocabulary learning. The findings implied that (i) the difference of vocabulary learning tasks should be considered even though they have the same involvement load; (ii) given that EFL students learn new words in a limited amount of time in class, the reading task using a dictionary is found to be very helpful; and (iii) it is important to study target vocabulary repeatedly during class and to expose the vocabulary with different tasks to enhance students' retention of the newly learned vocabulary.

The aim of this study was to investigate the change in women’s somatotype with aging. The subjects were 1,123 women aged 40~69. Their anthropometric data were from the 6th Size Korea. The data were analyzed by factor analysis and cluster analysis. Seven factors were extracted: body mass, body length, back shoulder, arm length factor, front interscye factor, body rise factor, and shoulder angle. The upper body types of middle-aged and elderly women were classified into five types: skinny, short stout body type with forward posture, composite, tall & full body type, and short & skinny. The skinny and composite body type appeared more often than the short stout body type in the early 40s of Korean women. Starting in the mid-50s, composite body type was less often found. However, the number of women with short stout body type increased. In the 60s, the number of women with short stout and tall & full body types decreased. These results reveal that the body types of middle-aged and elderly women changed with some pattern with aging. And women in their early 40s, mid-50s, and 60s women had different body shapes and postures.

The purpose of this study is to investigate the effects of two different types of vocabulary activities on Korean EFL learners’ vocabulary learning and perceptions. The participants of the study were 30 Korean middle school students in Seoul, and they were divided into two groups (typography and web-based authoring). The former employed the word meaning and spelling image association technique and the latter used a multimedia vocabulary authoring tool for 42 target words. The major findings of the study are as follows: (1) Both the typography and the web-based vocabulary authoring groups showed significant improvement on the posttest of vocabulary test, which indicated the equal effectiveness of the two vocabulary activities; (2) with respect to different English proficiency levels, the low-level group showed much higher improvement of the mean difference between pre and post tests than the higher group; and (3) the participants’ perceptions turned out to be more positive when they participated in creating English word spelling image than authoring multimedia vocabulary learning materials. The results suggest the beneficial effects of active student involvement in the vocabulary learning process. Pedagogical and practical suggestions are made on the effective teaching of English vocabulary in Korean classroom settings.

The objective of this study was to analyze the awareness and satisfaction regarding Korean traditional foods in elementary, middle, and high school students. In a survey of 1,030 students, 55.9% of the total respondents stated that traditional Korean food is 'Korean food that uses unique Korean recipes' (p<0.001). In terms of awareness of traditional food, most middle and high school students responded that the mass media was the biggest influence, while elementary students said that their parents were the most pervasive influence. In terms of satisfaction with traditional food served in school, 13 menus had the highest popularity among elementary school students. Most elementary school students preferred Korean traditional foods compared to middle and high school students. The awareness and satisfaction regarding Korean traditional food in elementary, middle and high school students.

This study examined whether explicit or implicit teaching is more efficient in improving Korean middle school students’ English verb−noun collocation knowledge. Forty Korean EFL middle school students participated in the study and they were assigned to either the explicit instruction or implicit instruction group. The participants’ English verb−noun collocation knowledge was measured through pre-, immediate post-, and delayed post-tests over the 5- week experimental period, and a survey of participants’ opinions on the instruction they received was carried out. The results showed that the students who received the explicit collocation instruction displayed better learning outcomes, suggesting the immediate influence of the explicit instruction, and more importantly the sustained initial advantage. That is, the explicit group students did retain the target items significantly better than the implicit group students. The responses from the two groups also indicated the positive effects of the explicit collocation instruction. The explicit group students were mostly satisfied with the instruction and showed increased confidence in acquiring English collocations while the implicit students did not. This study provides L2 teachers with valuable information on how to teach L2 collocation more effectively.