Han, Sang-Ho. 1999. Directions for Learner-Centered English Education in the 21st Century. Studies in Modern Grammar 17, 191-206. This study proposes that, in the 21st century, English teaching in Korea should be implemented in a learner-centered way, not only in name, but in substance. The author initiates his arguments by attributing the reason for a loose application of learner-centeredness in Korea to its Confucian educational practice deep-rooted in history. He suggests that leaner-centered teaching will assist Korean English teachers to overcome the constraints of traditionalism in the new era. The author gives a brief overview of recent development of English language teaching from the prescientific era to structural linguistic, to cognitive linguistic, and finally to leaner-centered English education. He then conceptualizes learner-centeredness from the four perspectives which, combined together, have given birth to modern western traditions in foreign language education: humanistic movements in general education, communicative approach to curriculum developments, orientation towards individualized instruction, and process-oriented English education. Finally, the author goes into the details of open English education and self-directed learning. He argues that teachers need to have an in-depth awareness of learners` motivations, learning styles and strategies to be able to incorporate the traditional teacher-centered approach into more learner-based teaching. In order for this to be materialized, teachers should seek open-mindedness in their own teaching situations and develop professionally from the traditional status of `teacher as explainer` to `teacher as involver`, and even to `teacher as enabler` in the long run, in an effort to facilitate self-directed English learning.

Han, Sang-Ho. 1997. A Model of English Instruction Based on Communication Strategies. Studies in Modern Grammatical Theories 10: 149-171. The purpose of this paper is to identify developmental stages of communication strategies displayed by basic learners of English. For this purpose two groups of ESL learners and a group of EFL learners were observed and videotaped for 9 months respectively. Through an analysis of transcribed data, it was found that communication strategies develop in a relatively invariant order: avoidance, paralinguistic, code-switching, reduction, and paraphrasing strategies. Based on the result of the study an effective instructional model is suggested for Korean learners of English.