The purpose of this study is to show that using practical vocabulary learning activities can stimulate EFL learners" vocabulary enhancement through making sentences. Language practice with productive lexical output can be a very helpful way for EFL students to integrate their prior linguistic knowledge with newly-gained words, which will enhance their communicative performance. One hundred twenty students (n=120) performed two different activities (sentence-building with instructional feedback and rote-memorization), and their performances were examined by the text length in terms of lexical proficiency. The results of this study reveal that the experimental group (n=60) with sentence-building with instructional feedback seemed to evoke their lexical input and output together and did better at both than the control group (n=60) with rote-memorization. In vocabulary knowledge enhancement, the experiment group showed that they were likely to transfer a large amount of vocabulary they practiced to their language output effectively. With respect to vocabulary performance, the experimental group formed more meaningful structures with a longer sentence than the control group. This study implies that sentence-building as a language practice can be an effective way to incorporate a learner"s lexical knowledge into meaningful language use, and can lead to better communicative performance in English.

The purpose of this experimental study is threefold: first, to explore the relationship between metaphoric competence (MC) and language proficiency (LP) of nonnative speakers; second, to examine any significance in correlations in connection with what metaphor is and how it is comprehended and third, to put forward a few pedagogical considerations for development of MC in a L2 context. Ninety-five individuals subdivided into three groups of native and nonnative speakers form the subject of this study. Four test measures are constructed to assess the subjects" MC and LP. The findings of this correlational study are as follows: There is no correlation between MC and LP in the representative group of nonnative speakers (NNS). However, one group of NNS living and studying in the target culture displays a convincingly strong correlation, indicating that MC must be acquired through experiencing the culture firsthand. Neverthless, the other NNS group demonstrates an unexpectedly strong positive correlation in one test of metaphoric competence, implying that the linguistic cues of the verb- phrase (VP)-focused metaphors must have helped with their interpretation of the concept structures. This study provides empirical evidence that MC in L2 should be deliberately taught in class from the cognitive hypothesis especially where L2 is spoken.

This study examined processing of L2 English relative clauses by testing the Filler-Gap Hypothesis (Hawkins, 1999; O"Grady 1997). For that goal, we partially replicated Diessel and Tomasello (2004), who examined L1 acquisition of relative clauses by English-and German-speaking children. The Filler-Gap Hypothesis states that the structural distance between head and gap determines the processing difficulty pertained within relative clauses. Taking this hypothesis as a theoretical starting-point, we used an elicited imitation task to tap 48 L2 learners" knowledge of English relative clauses. The results of the study demonstrated that subject relatives retained greater accuracy scores than object relatives, which in turn retained greater accuracy scores than indirect object and oblique relatives. These results were largely consistent with the predictions made by the FGH, but only partially consistent with Diessel and Tomasello"s L1 data.

The majority of studies on L2 writing strategies to date has relied heavily on case study as a research methodology employing think-aloud protocols and texts written by the participants. Since the studies dealt with a small number of participants, the findings are inconclusive and sometimes contradictory, and little research on the writing strategies has been conducted in EFL contexts. The present study investigated EFL learners" writing strategies and compared the more-proficient writers" strategies to those of the less-proficient peers. It furthermore examined an assumption of a connection between writing strategy use and writing proficiency. The study was conducted with two writing classes that consisted of 26 more-proficient and 23 less-proficient writers. Two different proficiency groups were divided in proportion to students" scores on the diagnostic composition test. Strategies were measured by means of the modified questionnaire originally developed by Petri？ and Cz？rl (2003). The strategy items were stated in three different phases of the writing process (planning, while-writing, and revising). The results indicated that (1) the more-proficient writers used significantly more planning and while-writing strategies and (2) planning and revising strategies correlated significantly with students" composition scores.

Because performance assessment such as a composition test introduces a range of factors that may influence the chances of success for a candidate on the test, those in charge of monitoring quality control for performance assessment programs need to gather information that will help them determine whether all aspects of the programs are working as intended. In the present study, generalizability theory (Brennan, 1992) was employed to examine the relative effects of various sources of variability on students" performance on an essay writing test and also to investigate the reliability of the assigned scores. The results showed that due to the largest effect associated with the students" writing ability and negligible effects associated with facets of measurement such as scoring criteria and ratings, the generalizability coefficient estimated for the writing test was high, suggesting that the test is a reliable measure of what it purports to measure, the students" writing ability.

To date almost no research has been reported on language teachers" assessment practices in university, with the belief that those practices are up to teachers" individual decision-making as part of instruction. The present study investigated the long-ignored English teachers" assessment practices (testing and grading) through university student perception indices, found in the questionnaire and interviews, by looking at how students feel about their teacher"s current assessment practices. The research findings revealed that students were concerned about their teachers" low quality of tests, absence of communication channels for checking test results and grades with teachers, and undemocratic testing ambience. Implications for future research and assessment were suggested to look for possibilities of bringing in critical language testing (CLT) to the university classroom.

While the professional literature abounds with the values of feedback on L2 language writings, few researchers have investigated the differential effects of types of feedback on the writing improvements in terms of proficiency levels. The purpose of the study was three-fold: to examine (1) the effects of three types of feedback, teacher, peer, and self-review on sixteen Korean college students" writing improvements; (2) the relationships between feedback types and proficiency levels; and (3) students" opinions on the feedback types such as preferences and reasons. The results showed that all types of feedback helped students improve their writings through revisions, but the effects of feedback differ from feedback type to type. The effects of teacher and peer review were significantly beneficial for students" writing, while the self-review was the least effective. In addition, the more advanced writers benefit from the peer or self-review, while the less proficient writers improved their writing from the teacher feedback, even though most of the students prefer the teacher feedback to the other types of feedback, peer and self-review. The theoretical background and pedagogical implications are discussed.

Quand on apprend une languε 하rangère ， il est reconnu que le système de la languε matεmεIIε constitue toujours pour l'apprεnant de langue étrangère un P이ot de repère fondamental. Cela signifie que 10rs de 1’εnsεignement d’une languε étrangère, iI faut tenir compte de cε qui existe déjà chez 1’ appren때t， à savoir la langue matemelle, et y 5Upεrposer une nouvεIIε pratique et connaissances. Aussi, compte tεnu dε l’importance de la langue maκmelle ， cette étudε consiste à proposer l'enseignεmεot de la grammaire française pour des apprenants coréens portant sur la contrastivité métalinguistiquε entre le français εt Iε coréen. Pour ce faire, notrε intérêt est centré sur les tεrmεs grammaticaux qUi ne constituent qu’une partie du rnétalangagε gramrnatical. En particulier, nous prεnons ici pour exernplε le complémζnt d’objet indirect qui est trζs révélateur de cεttε différence ζntre la terrninologiε grammaticale coréenne et cε11ε française. Ce qui va montrer la nécessité de tenir compte des différences métalinguistiques commençant par la terminologie grammaticale pour renouveler les descriptions grammaticales d헤 à existantes.

English εducation has becomε our national concern, but it cannot bε denied that this has caused the social problem of the English dividε In partic비 ar， the present public English education system sεems to be in a dilemma bεcause there is a largε gap bεtwζζn the goal of improvement of communicative competence in English and the reality of our schools. Thus, this paper discusses why we need to recognize thε role of English grammar education in thζ EFL situation as one of the ways to carry out more realistic and effective English education. It focuses on thε necessity of the combination of grammar with communication by reviewing the status of gr잉nmar education according to the various seconψforeign language ζducation theories and by consi~ering the problεms with communicative language teaching in our current educational situation. The concept of gramrnar has changed from the traditional one and the role and significance of gramrnar teaching are still being reevaluated. A dζsirable public education policy should bε εstablishεd on the basis of the real needs of 1εarners and the real situation of schools. To accomplish thε goals of effective English εducation ， this papεr accordingly suggests that a new approach to gramrnar teaching bε irnplemented with political support through English education programs.

This study aimεd to ìnvestigatε the relationship between phonemic awareness and listening comprehension ability. For this paπIC비ar research purpose thζ English name test and TOEFL LlC tests were employεd and a total of 34 university students participaκd in this εxpεriment. The English name tεst consisting of relativεly unheard 26 English namζs was specially dεsigned and adminisκrεd for the participants to depend on their own phonemic awarenεss ability, not applying their cognitive prior knowlεdge. whεn they transcribε:d the n잉nεs using the phonεtic alphabεts. Thε statistical result showed that thε Pearson's product-moment correlation coεfficient was .550* and its coefficient of determination was .303. This result c1ζarly demonstrated that the phonemic awareness ability was highly correlatεd with the overall Iistening comprεhension ability and implied thε need for implεmεnting the so-called bottom-up method for developing students' phonζrnic awareness ability at primary or secondary school levels.

This study aims to examine the effects of synchronous computer-mediated communication (CMC), asynchronous CMC and face-to-face communication on the psychological aspects of Korean EFL studεnts. The psychological aspects in question include ’willingness to communication’ and other affective variables, which prove to be conducive to conununication in English. For this purpose, the present study analyzed students' psychological aspects during text-chatting, posting on a bulletin board, and oral discussion and compared the gain scores frorn pre-πeatment and post-treatment questionnaires. The results revealed that face-to-face communication promoted students' psych이ogical aspects by providing a real context for direct interaction. 10 contrast, synchronous chatting did not enhance students' psychological aspects. This might be due to several problems in implementation. Asynchronous posting on a bulletin board did not have much effect on students' psychological aspects. Findings suggest that face-to-face communication can provide a more favorable environment for εncouraging positive psychological aspects toward English communication than the CMC modes. Pedagogical implications for the effective use of CMC are further discussed.

Although it is generally agreed that English education in Korea has improved grεatly since its beginning in 1983, there are still many important areas that have pε:rsistent problεms ， and the proflεssion of English teaching is faced with some emerging issues. English education has progressεd both quantitatively and qualitatively, sincε English bεcarnε a required school subjεct in elementary school in 1997. The teachers’ and students‘ general English proficiεncy havε al50 improved. However, there arε still many teachers whosε English ability Iεavεs much to be dεSlfεd. Also, students’ losing confidence and interest in English is anothεr persistent problem. The society’s change also poses challenges to the English teaching profession This paper discusses these improvemεnts and pεrsistent problems and emεrging issues in English education in Korea

This study quantitatively investigates foreign learners" acquisition of double particles in Korean. Some of the particles in Korean are jointly used with other particles and some are not, and the sequence of the particles determines the grammaticality of the double particles. Chinese and Japanese learners of Korean participated in the experiment in which they were asked to judge the grammaticality of a combination of a noun and double particles. The participants" judgment of the grammaticality of the double particles and their reaction time for the judgment were analyzed. The results of the study revealed that Japanese learners whose native language has a particle system similar to that of Korean performed better in the grammaticality judgment than Chinese learners whose native language shows no use of double particles. The advanced learners of Korean, regardless of their native languages, showed better judgment on the grammaticality of the use of double particles. This study also found that the type of double particles also affected the learners" judgment and that in the grammaticality judgment of ungrammatical joint of adverbial particles, most of the participants, regardless of their native languages and their Korean proficiency, scored much lower than in the judgment of the other types of double particles. The analyses of the participants" reaction time for the judgment showed congruent results with those of their grammaticality judgement.

The purpose of this study was to explore optimal flow experiences of students in an online learning environment for the Chinese language. Based on prior studies, the study adapted the framework of flow theory which consists of 9 sub-factors: challenge, awareness, goal-oriented, feedback, concentration, control, self-consciousness, sense of time, and intrinsic rewarding. The study showed that students had flow experiences in an online learning environment for the Chinese language. The findings by correlation analysis and hierarchical regression analysis indicated that all the sub-factors of the flow construct are positively co-related to overall learning satisfaction as well as students" perceptions on online learning processes and their task accomplishments. In particular, one flow sub-factor is called "control" was identified to have more predictive power to explain perceived satisfaction for online foreign language learning, which might eventually influence students" actual learning outcomes.

The study focuses on analyzing the situation how 1) to precede a sentence, 2) to structure the dialogue, and 3) to acquire conversation frame by the learners. Furthermore, the purpose of this study is to examine whether common discourse errors exist on the way of structuring the dialogue and if they exist, the tendency of errors comes from universality and individuality. The result of this study is to show the tendency of errors in order; connection investigations, surplus, style, tense, the point of view, defect, conjunction, direction, and sequence. Through this study, it is proved that essential language factors mentioned in the discourse structure are required on developing writing skills. Particularly, More than half of learners shows the common errors in the connection investigations, ellipsis, tense, style, conjunction, the point of view, addition. As a result, those language factors should be set up as essential language factors to be trained.

Even though we have learned a foreign language after many years of studying, it"s rare to see people speak the language fluently that they have learned. There must be some reason why this happens repeatedly to many people. In this paper we analyse the process of speaking or understanding a certain language from the point of linguistic theory, in order to compare the learning of foreign languages with the acquisition of mother tongues. From the results of this comparison, we suggest that the learning of foreign languages must be performed not by the aid of the mother tongue but directly by way of the languages in question. If the learning of foreign languages is done with the aid of the mother tongue, the students can"t reach the conceptual level where comprehension is operated, and it doesn"t help students develop communicative competence. In case that we attach importance to communicative competence, we must find occasions which let students use the expressions that they have learned. It also means that we must have suitable circumstances for the development of communicative competence.

This study reports on an experimental study that investigates Korean EFL college students" acquisition of English verbs (such as break and change) that participate in the transitivity alternation. The experiment was devised specifically to examine how the distinction of the three types of transitivity alternation verbs - unaccusatives, middles, and passives (all with non-agent subject on the surface) - is revealed in the development of learners" interlanguage. A total of 80 college students were divided into two proficiency groups and asked to perform a production task and a grammatical judgment task on the target structures. The overall results show that the learners acquire passives earlier than unaccusatives and middles. The results also reveal that with increased proficiency, the learners perform better on all the target structures regardless of the task type. The results show, however, that even higher proficiency learners are not sensitive to lexico-syntactic properties associated with unaccusatives and middles. Another finding from the results is that the major type of the learners" interlanguage error is overpassivization of unaccusatives and middles, which confirms that Korean EFL learners, like learners with other L1 backgrounds, rely on a universal mechanism of subject―agent and object―patient/theme mapping.

This study attends to the importance of performance standards in teacher education and evaluation system and suggests a primitive guideline for English teaching standards in Korea. For this purpose, first of all, the notion of ""teaching expertise"" and ""performance standards"" are reviewed with the previous studies. Second, this study introduces recent changes in Korean teacher education programs and some efforts to develop Korean teacher standards. Third, teaching standards (for ESL/WL) established by NCATE, NBPTS, and INTASC are reviewed to investigate their domains, standards, and evaluation rubric. Finally, this study addresses some implications and suggestions for establishing English teacher standards in Korea. It is hoped that the findings of this study provide subject-specific information on teacher training and assessment to teacher researchers and education policy makers in Korea.