The present study explored the experiences of six elementary teachers as they had strived to develop expertise in teaching English since it was introduced as a regular subject in 1997. The focus was on what they have done for their professional development, what they perceive to have influenced on the acquisition of expertise, and how they reflect on their professional growth over time. Two rounds of life story interviews were conducted with each teacher, and they were all recorded on digital audiotape and transcribed verbatim. Interviews centered on uncovering teachers’professional histories, teacher education experiences, past and current work with children, conceptions of themselves as an English teacher, critical incidents in their teaching careers, and their future career plans. Five themes emerged from the content analysis of the interview data. They include teacher development as social development; the unique challenges of being and becoming an English teacher; learning for and from students; developmental concerns and needs in teachers’ career cycle; and the impact of policy changes on teachers. The study concludes with some implications for educating in-service teachers.

The present study investigates attitudes, opinions, or characteristics of a group of heritage language learners of Korean in terms of teacher's language use in the US university foreign language classroom compared to those of non-heritage language learners. Data were collected through direct, first-hand observations, students' self-reports and questionnaires. Looking at the process of learning a foreign language, this study considers how foreign language teachers can address the complex histories of language learners by drawing on a qualitative as well as quantitative analysis of a foreign language class. The results of this study reveal that there were indeed no inter-language group (between heritage and non-heritage learners) differences in the perceptions of teacher's language use in the classroom. Both heritage and non-heritage learner groups have quite strong reactions to the teacher's use of L2 for the purposes of giving instructions, evaluating/commenting their oral performances, and building relationships. During the learners' reaction component of the study, most learners indicated that students' ability in the L2 most consistently affected the amount of L2 that teachers could use.

This study investigates how wikis can promote EFL student writing by providing a real audience and authentic purposes for writing. The activity described in this paper is writing a narrative story on a wiki. Thirty-eight college students participated in this activity. During the activity the students constructed and negotiated meaning collaboratively. They posted a total of 153 versions and made 530 changes over four weeks. This study identifies the students' idiosyncratic writing and editing patterns that appeared on the wiki in the dimension of level, type, and purpose. The study employs both qualitative and quantitative data analysis for a more robust data analysis and triangulation of the data. The final product of the students' writing on the wiki exhibited that peer editing was effective in enhancing the quality of writing. While students viewed writing as a solitary and private activity in many EFL writing classrooms, the students in this study perceived writing as a social and communicative activity when engaged in the wiki writing activity.

아크릴 폐수를 응집-여과-중화의 전처리 공정에 적용하여 막오염 인자를 최소화 한 후 UF/RO 공정에 적용하였다. 막의 형태 및 종류에 따라 한외여과 및 역삼투 모듈을 조합을 이루어 전처리 수를 온도 및 압력변화에 따라 적용하여 분리 특성을 고찰하였다. 투과 플럭스는 모듈 set 1의 UF모듈보다 모듈 set 4의 UF모듈의 투과량이 약 2~3배 더 많이 배출됨을 확인하였다. 최종적인 투과량은 관형모듈과 조합을 이룬 모듈 set 2와 모듈 set 3이 좋은 결과를 나타내었다. 모든 UF 모듈에서 TDS, T-N 및 COD의 제거 효율은 온도 및 압력변화에 영향을 받지 않고 제거 효율 또한 낮음을 알 수 있었다. RO모듈에서 TDS, T-N 및 COD가 우수한 제거 효율을 보였다. 아크릴 폐수의 최종적인 수질결과는 공장폐수의 배출 허용기준을 만족하였고, 막모듈 조합은 폐수의 재활용 가능성을 확인할 수 있었다.

In the language class combined with "creative drama", one of the approaches in educational theatre, the stories told by a teacher are organically developed into an original drama with several drama techniques. Even though there are some research studies on using creative drama in the ESL context, there are few in the EFL situation. Therefore, this study presents the result of a study investigating how creative drama affects young language learners" English learning in a Korean primary school. An English drama class, at after-school program in Seoul, combined with creative drama had been observed once a week for a semester. Seven first graders in the class were presented with 6 different stories, which contain certain phonemes each and dramatized the stories in a creative way. They were assessed through pre-and post- tests and surveys in terms of their linguistic improvements and affective changes and analyzed quantitatively. In addition, participants were individually analyzed according to their characteristics in linguistic and affective aspects by using field notes from classroom observation and interviews. The results show that participants made progress in linguistic aspects including phonics and vocabulary skills and that their affective factors including language anxiety level had shown a positive development throughout the semester. Moreover, each participant showed particular characteristics respectively in terms of linguistic and affective perspectives.

Over the last three decades, various disciplines of discourse analysis have shared a common interest in language use, especially in how people use real language. It is therefore of immediate interest to language teachers when selecting and devising teaching materials or when engaging learners in activities aimed at leading them to be more proficient users of their target language. This paper begins with outlining essential written discourse elements, such as grammatical and lexical cohesive devices, clause relations and larger text patterns which play important roles in syntactic and semantic cohesion and coherence in written texts. Then, the procedure of a written discourse analysis on a news text is described. The paper ends with a discussion on the insights from the written discourse analysis, which might be applicable, in specifiable ways, to language teaching, focusing on how to apply written discourse elements to teaching written English in real classrooms.

The present study conducted a comparative analysis of use of evaluative adjectives in the essays of Korean EFL learners and native speakers of English. It discussed the characteristics of different types of evaluative adjectives, e.g., frequency, semantic categories, and collocational value of evaluative adjectives. The result of the frequency analysis demonstrates Korean EFL learners’ significant overuse of the limited types of the target items. The analysis of evaluative adjectives by semantic categories shows the similar tendency. For example, the repeated use of a small number of assessment adjectives resulted in the high frequency of adjectives in the assessment category. The present study also demonstrates the collocational associations between the selected evaluative adjectives and intensifiers in the corpus. The descriptive results of the analysis of collocational information indicate that learners employed a less formal/spoken style in the written corpus. As Blagoeva (2004) noted, the differences between the Korean EFL learners and native speakers of English in the characteristics of evaluative expressions might not directly obstruct communication but it is an indication that there is still much to be done in the development of second/foreign language skills.

분리층 두께가 5 μm이며 Si/Al 몰비가 1.5인 Na형 faujasite 제올라이트 분리막을 이차성장 공정에 의하여 제조하였고, 투과부에 13X 제올라이트 흡착제 충진 전후의 진공모드에서의 CO2/N2 분리거동을 CO2/N2 몰비가 1인 혼합기체에 대하여 30℃에서 평가하였다. 충진된 13X 제올라이트 흡착제는 CO2 투과도와 CO2/N2 선택도를 동시에 증진시켰다. 이 현상은 13X 제올라이트 흡착제 충진이 다공성 α-알루미나 지지체의 기공채널을 통한 CO2 탈출을 증진시킴으로써 faujasite 제올라이트/α-알루미나 상계면에서의 CO2 탈착을 증진시켰기 때문으로 설명되었다. 본 논문으로부터 흡착제와 분리막의 혼성화는 일반적으로 보여지는 선택도와 투과도의 역비례 관계를 획기적으로 개선할 방법임이 확인되었다.