Chung Jung-Seung. 1998. The Effects of Listening Strategies on Listening Proficiency in University Students. Studies in Modern Grammar 14, 321-347. This study aims at finding out what kinds of listening strategies Korean university students have in the English classroom It also investigates not only the differences between male and female students, between high and low groups of students, and among majors in the use of listening strategies, but also the relationship between listening strategy use and listening achievement in these groups of students. The analysis of data revealed several important things in the study of listening strategies. First, there existed seven factors of strategies: affective, metacognitive, cognitive, inference, self-management, selective attention, and comparison-repetition strategies. Second, among the seven strategies the affective strategies were most closely related to the rest of the strategies. Third, the most favored listening strategies by the Korean students were self-management strategies, while the least frequently used strategies were metacognitive strategies. Fourth, female students showed more frequent use of listening strategies than their male counterparts. Fifth, humanities students tended to use strategies more often than engineering and science students. Sixth, the high achievement group of students were found to use listening strategies far more significantly often than the low group of students. Seventh, the statistically significant relationship between use of listening strategies and listening achievement xisted between high and low groups of students. Finally, the study suggests some implications for teaching listening comprehension and some considerations for further research in listening strategies.

Park Man-do. 1998. A Study on the Improvement of Language Teaching Practice in Junior College. Studies in Modern Grammar 13, 253-276. The purpose of this study is to analyze the present situation of language teaching practice in Junior Colleges, and to propose a way to improve it. This is achieved by comparing and analyzing questionnaires that describe teachers` and students` responses in language learning. The language laboratory has played an important role in improving students` ability to speak English, but it has been analyzed that there are many problems to be improved and complemented in both teachers teaching and students learning of English. So professors and college administrators involved in students learning of foreign language should all find in the review of effective language curriculum: new teaching methods, reading materials, smaller class sizes, and educational facilities. This paper suggests that the effective operation of the new Multimedia laboratory should be necessarily needed to improve students` good command of English, including its advantages over the existing language laboratory. Furthermore, the following topics will be examined in order to point out various aspects and problems of language teaching practice. (1) Lesson types relevant to English (2) Comparison and analysis of practical use in the language laboratory (3) Presentation of suitable models through examination of students` interests (4) Effective teaching methods in language teaching practice.