In Germany, there is a lack of tests such as TOEFL and TOEIC. Many think that the individuality of students is ignored in such standardized tests. Multiple choice tests are criticized in Germany for the same reason. And Germans also think the evaluation form based on behaviorism is overused. Each province in Germany has its own system to control the Abitur of Gymnasium which is necessaη to gain the admission to universities. Students take examinations in each subject for the Abitur in the final year of high schools. The examinations are composed of diverse forms including subjective questions and sometimes multiple choice questions which are used only if necessary. Zertifikat Deutsch was developed in the 1960s and Test DaF has been used since 2001. Tests must be based on the principles of objectivity, reliability, and validity. Evaluations should follow the goal and the curriculum of education. Subjective, objective, and semi-subjective questions should be mixed. Tests themselves should not be the object of teaching, but just tools to improve students' abilities. Tests should raise students' motivation, let them consider their own ability, and help them to choose their ways of leaming. This paper suggests further that evaluation forms of German education in Korea should be systematized. A German level test that examines grammar, vocabulary, and the four functions of language should be developed. It must be closely related to the goal, quality, and levels of German education both in high schools and universities. The level test would be possible through the cooperation of organizations, Education Ministry, public institutions such as German societies and Goethe Institut. Databases of grammar, vocabulary, and the four functions of language could be built for each level of the test. This database should be helpful in teaching German and editing German textbooks as well. The test could also be acknowledged as an official German proficiency test and used for the entrance to undergraduate, graduate schools, jobs etc. The quality of German education will be improved through this consolidation.

This paper examined the usefulness of widely used foreign language tests in Korea, focusing on their purposes. The analyses of secondary data showed that the tests are used for purposes for which they have not been validated, which call into question the appropriateness of interpretations test users make of test scores. The results also indicated that the reliability of test scores could be undermined because of test security violations. Finally, the lack of correspondence of test tasks and real life tasks also question the meaningfulness of the interpretations that test users make on the basis of test scores. Even though the present study was only exploratory in nature, its findings are hoped to contribute to an understanding of the usefulness of language tests for a given purpose.

The purpose of this paper is to value the intercultural communicative competence model in English language assessment. As for intercultural communication, it becomes of utmost importance that (1) the inappropriateness of the conventional communicative competence models be demonstrated, and (2) altemative models from interculturally communicative needs be proposed and their use defended. Qualitative methodolgy and narrative inquiry are needed to make the assessment of intercultural communicative competence press forward in Korea.

Recently, the use of corpus has been very popular in almost a11 areas of language research, as a means of exploring the actual patterns of language use. The rnain goal of this paper is to show the possibilities of and advocate exploiting corpus for English language education. For this goal, it first provides a basic understanding of corpus by describing the types of corpus, issues in corpus design, and the use of a concordancing prograrn in analyzing corpus. This is fo11owed by the discussion of three different ways in which corpus can contribute to English language education. First, the content of English teaching can be improved by the rnore accurate and detailed description of the target language that is provided by corpus-based research. Secondly, corpus analysis itself can be adopted as a language teaching methodology, in which learners discover various facts about English by thernselves. Fina11y, analysis of learner corpus can help us diagnose and solve the problems that the learners typica11y have.

This paper is research on change of the meaning of the verb which it originally has by the meaning of a complement. The sentence showing transitivity will turn into an objective type reflexive usage sentence, if a body noun comes to an objective complement. If a body noun comes to a dative complement, it will become a dative type reflexive usage sentence, and if a body noun comes to a benefactive complement, it will become a benefactive type reflexive usage sentence. The subdivision of these three types was carried out further. The semantic element which becomes the standard of a classification is [±visibility], [±relativity] and [±resultativity]. Each type can be classified into the further subsort type according to the combination of these meaning element.

This research examines the use of the ellipsis in 30 telephone conversations and shows the reason for the use of the ellipsis in aspects of functionality in the area of study of Korean and Japanese. It also demonstrates if the supplementary of utterance has which type of format at each functionality and if there are the format of the supplementary of utterance repeated. The results below are described in detail 1. The functionality of the ellipsis at the end of sentence in both languages (1) Demanding Behavior: request, recommendation, proposition, (2) Demanding Information: question, confirmation request, (3) Providing Information: self-information, the third person, reason, conveying a story to the others, and (4) Expressing will: revision/ evaluation, self-behavior in future, compliance/support, apology, greeting. 2. The format of the supplementary of utterance of the ellipsis at the end of sentence in both languages. In regard of the format of the supplementary of utterance, Korean has the connection formats, which are「－고」「－ㄴ데」「－니까」and so on, Japanese has「－けど」「－から」「て」「って」and the like. The study shows that formats repeated are existed in the ellipsis at the end of the sentences in both languages.

This paper deals with false friends-the source of their sound image (signifiant) is the same, but the concept image (signifie) is differentfound in Korean and Chinese. It is well-known that these false friends frequently cause negative transfer. I demonstrate that the false friends between Korean and Chinese can be classified into four types: ① no semantic resemblance type, ② partially overlapping type, ③ semantic inclusion type I (Korean over Chinese), and ④ semantic inclusion type II (Chinese over Korean). The result of the contrastive analysis of each type shows a striking difference. In the actual communications, false friends between these two languages may lead to misunderstanding. In order to prevent negative transfer due to false friends, students are advised to carefully check the differences in meaning and function.

Facing the 7th National Curriculum revision, this study aims to suggest the ideas for the curriculum design for the second foreign languages education. For this purpose, the theoretical analysis of curriculum theory and examination into commentaries, guidebooks, training materials and curriculum documents related to the foreign languages education are carried out. The theoretical analyses carried in the study are as follows: The analysis of curriculum objectives and contents for foreign languages education in terms of the findings and implications the existing researches suggested is carried and so the current issues and major ideas are identified. The contents analysis for the foreign languages education implemented in foreign countries is carried and so the future directions for curriculum objectives and contents of the second foreign languages education in Korea are suggested. The major suggestions are made through above analysis as follows: The differentiation of the subjects for the second foreign languages education by the curriculum objectives and contents is required. Whether the oral language communicative competence focused or the written language communicative competence focused should be considered in establishing the curriculum objectives and contents. The curriculum objectives and contents are required to state clearly and effectively. The directions for culture education are required to change and the contents for culture education are required to be reorganized systematically.

There are two types of unaccusative verbs in English: change-type verbs and happen-type verbs. Korean learners of English seem to have serious acquisition problems of these verbs. The purpose of this study is to find the way to increase the acquisition rate of these verbs depending on two kinds of teaching methods: explicit focus-on-form instruction and implicit focus-on-form instruction and to observe which instructional technique is more effective in the Korean EFL learners' acquisition of these verbs. Through 10 weeks of instruction, this study showed that the learners who received the explicit focus-on-form instruction performed better than those who received the implicit instruction regarding the learning of English unaccusative verbs. Therefore, these results can be interpreted as providing evidence for facilitating the effectiveness of input enhancement for the L2 learning of English unaccusative verbs.

This research examines the L2 output of young Korean ESL learners with respect to early child English grammar. From the comparison of the frequency of clause elements between L1 and L2 clause elements with respect to semantic theta roles, both language data showed that the ""agent-action-object"" structure was most prevalent. The dominant clause structures of Korean ESL language data were the SVO and the SVA structure. The frequencies of the V, the VO, and the SV structure in EFL language data were higher than those of Korean ESL utterances. The syntactic development of the Korean ESL language data was formed around the SVO and the SOA structure, whereas the EFL language data did not reveal any specific order of the development. Much more English language input should be provided to the students in natural ways for their acquisition and we should take into consideration the language difficulty and the natural development of English clause structure at the same time when developing EFL textbooks.

It is commonly observed that Korean students tend to use the English conjunction so more often than any other English conjunction when expressing cause or reason in English. On the other hand, because is the conjunction of choice among native English speakers. This paper attempts to explain why Korean English learners have the tendency to use so over other conjunctions, and to analyze some of the similarities and differences in the use of Korean and English causal connectors. The findings of the study provide an empirical basis for the development of course design and teaching materials, especially for the development of courses in English writing for academic purposes.

Although interactionists’ input, interaction, and output hypotheses offer a clear picture of what goes on in one's language learning product as well as in one's process, they fail to explain why interaction is not possible or even desirable for certain groups of learners. To explore negative factors which hamper selected Korean learners' oral interaction processes (N=14) in-and-out of class, a one-year ethnographic study was conducted with different methods (interviews, observations, and social network analysis) and multiple sources of data. Participants strongly voiced the importance of interpersonal relationships among students, between the students and the instructor, and their effect on second language learning. The results of this study indicate that both institutional and social contexts impact learning far more greatly than the choice of teaching method, material, or techniques. This result contradicts the popular belief that learners are ready to learn once the educational environment is optimalized. This study is significant in that it raises the importance of understanding the students' group dynamics that originate in their own culture. Based upon the findings of this study, coping strategies for interactional barriers are provided for the future Intensive English Programs (IEP) for students and teachers.

The purpose of this study was to determine the most effective method of forming cooperative small groups for middle school English classes using ICT. To achieve this goal, the two experimental classes composed of 73 middle school 2nd graders were taught in a task-based teaching-learning model using ICT for 12 weeks. Throughout the 12-week period, two types of grouping models were applied to the students: Experimental class A consisted of differentiated heterogeneous group based on the regular English examination marks, and experimental class B was made up of a differentiated heterogeneous group based on the ICT skill standard for student (ISSS). The study discovered the small group based on the ISSS showed significantly different statistical results in the cognitive, affective and information-using skills. The ISSS could be used as an additional criterion in forming small groups for middle school English classes. In fact, the study shows that it creates better results than the traditional grouping based on learners' English grades if the lessons are given in using ICT.

The main purpose of this study is to investigate effects of writing instruction using comic strips on Korean students' English writing skills and learning attitudes. Using both narrative and descriptive writing tasks, the experiment was conducted for eight weeks with 120 secondyear middle school students. The experimental group had writing activities with comic strips, whereas the control group studied writing using the textbook or free writing. The results showed that the experimental group improved English writing skills more, and had more positive attitudes toward learning English, than the control group. Lower-level students in the experimental group showed a marked improvement in narrative writing, while upper-level students demonstrated a positive change in their attitudes. Through surveys, interviews, observation, and analysis of students' writing, it was revealed that the experimental group reacted differently depending on the contents and type of comic strips, and activity types. Comic strips that dealt with everyday life and were drawn humorously induced more interest, while those demanding cultural understanding diminished the students' motivation. Student participation increased when drawing their own strips and sorting cuts of comic strips into order.

English is now commonly called an international or a global language. Korea starts to face some changes in terms of the situational and functional status of English from EFL to ESL. A bilingual education approach called 'immersion education' to teach English is urgently needed to be taken in Korea, especially in the primary school level. The present paper aims to investigate perceptions of primary school teachers about the introduction of English immersion education program. A total of 171 primary school teachers were surveyed employing a questionnaire asking about their knowledge, opinions and attitudes with regard to the introduction of English immersion education in primary schools in Korea. It was found that there are lots of things to take into consideration introducing the English immersion education system in the areas of preor in-service teacher training system, governmental assistance, and other practical issues of deciding starting grade and the subjects for immersion, for example. Some suggestions are provided for a practical guide for the introduction of English immersion education.

This study explores solutions for the problems of the current secondary English teacher selection test in Korea. The study was performed in the form of survey including a total of 557 participants, among whom were professors teaching at the departments of English education, students majoring English education, English teachers who had taken the selection test, test-takers of the test, and public officials in charge of English education in the offices of education. The questionnaire consisted of 29 questions which were designed to elicit the participants' perception or belief about the test itself, the relationships between the test and the curricula of the department, the test-making process, and the first stage of the selectional process. Analyzing the results of the survey, the present study proposes possible solutions for the problems regarding the question types of the test, the proportions of each field of the major, the curricula of the department of English in the college of education, and the test-developing and grading process.

The purpose of this study was to explore the effectiveness of strategy training in teaching English for Korean elementary school students. It also attempted to provide some empirical data for more successful strategy training in elementary English education. Sixty six fifth grade elementary school students from two intact classes (33 each) participated in the study as the experimental group and the control group. For 17 weeks, the experimental group was given strategy training in addition to traditional instruction, while the control group was taught in the traditional way only. Some of the major findings are as follows: 1) Strategy-trained group did not show significantly better improvement over the traditionally-taught group in their English proficiency; 2) Strategy-trained group used all categories of learning strategy significantly more frequently at the end of the experimental period than traditionally-taught group; 3) Both the quantity and quality of strategy use was affected by the learner's English proficiency. From these results it was concluded that a strategy training program for elementary school English learners could be fruitful and viable. Suggestions for further studies are presented along with limitations inherent in the present study.

The purpose of this study is to investigate the effects of using and authoring web-based vocabulary learning tasks on Korean EFL learners' vocabulary acquisition. The subjects of the study were seventy-seven EFL college students in Korea. They were divided into three groups: a traditional control group, and two experimental groups using and authoring the web-based vocabulary tasks, respectively. The major results of the study were as follows: first, the two experimental groups performed significantly better on the vocabulary recognition and use posttest than the control group did. This result indicates that both the use of the web-based tasks and the participation of students in authoring the web-based tasks are more effective in vocabulary acquisition than the use of traditional vocabulary learning methods. Second, both the experimental groups performed significantly better on the delayed posttest than the control group did. This result provides evidence that using and authoring web-based vocabulary tasks are effective in helping students retain newly acquired words in the long-term memory. Third, the learners' responses of the two experimental groups prove to be positive with respect to the use of the web-based task authoring tools in vocabulary learning. Based on these results, some pedagogical suggestions should be made on the effective use of the web-based task authoring tools in Korean English classroom settings.