This paper is a study on the malfunction that occurred during the power supply logic of the Gunner Display Device during Mortar Functional Firing under low temperature conditions. As a result of the phenomenon reproduction test and its analysis, the cause of the malfunction of the Gunner Display Device was Glitch, which occurred in the process of converting the image signal, and the improved software was applied to the Gunner's Display System by ignoring some of the image signal conversion process that causes Glitch. The improved Gunner Display Device passed the validity test and applied the improvement to the mortars. As a result of this study, several suggestions for power supply and control logic were proposed. It is expected that this study will be used as a reference in the future design of similar weapons systems.

This paper investigates whether a secondary teacher trainee improved pair/group work management skills in a short-term teacher training program focusing on the development of TEE-related skills. One female teacher trainee, students, and a teacher trainer participated in the study. The participant’s teaching performance, conference on her teaching performance, lesson plans, and the teacher trainer’s feedback on the teaching performances were collected. The data on teaching performance and conferencing were transcribed and analyzed in terms of a moving-in phase, a monitoring phase, and a moving-out phase. The participant showed improvement in changing seating arrangement, selecting students in modeling, increasing various kinds of comprehension check up questions, changing her voice during monitoring, and drawing students’ attention and signaling a new phase of lesson to the students in a moving-out of the activity. This study suggests how to improve management skills in pair/group work in TEE classes.

The present study aims at investigating problems with a TEE class in terms of classroom activities and code-switching. One middle school teacher and her students participated in the study. The teacher taught a writing class in TEE context. She taught more than half of the class in English. Her students experienced different interactional patterns in four different activities. However, most of the students could not participate both in pair work and group work without her teacher’s help. That was because the teacher had problems with giving instructions: (1) her instructions about the activities were not clear enough; (2) she did not provide any modelling for the activities; and (3) she did not check any clarifications for the activities. Also, the ratio of the teacher’s utterance to students’ was too high: 96% in English and 89.5% in Korean. In addition, she did not use any pause in code-switching from English to Korean, deprived of checking whether her students understood the target language input given in English. Directions for further research and pedagogical implications will be discussed.

This study investigates how language teaching in middle school English classrooms takes place in terms of teaching methods and TETE classes. One-hundred and seven middle school English teachers in Seoul and Kyunggi Province participated in this study. Participants were asked to answer the questions on the web. Among the participants, 8 teachers were interviewed. Regarding teaching methods, some teachers used communicative teaching methods most frequently, while others still preferred grammar-translation and audiolingual approaches to communicative approaches. Pair work was actively used in classes rather than teacher-dominant explanations. Regarding group work, some teachers chose it as one of their preferred activities but others avoided group works for reasons of difficulties with control, time management, and lack of presentation in textbooks. Most teachers considered reading as the most important but dealt with a great amount of listening, reading, and speaking in textbooks. Multimedia were used to stimulate motivation from the students in classes: CD-ROM was used most frequently, followed by powerpoint. Most teachers, who used English about 30~50% of their class time, agreed on the effectiveness of TETE and came up with the effective ways in teaching. Teachers had different experiences with native English teachers. Some teachers had doubts about usefulness of native English teachers in classes. To bring about good teaching from native English teachers, they should be acquainted with characteristics of Korean students and culture and should discuss lesson plans with Korean teachers in advance.