This study explores whether there are differences in the types and characteristics of teacher talk between primary English teachers with different degrees of teaching professionalism. Two primary English teachers who were different from each other in their teaching professionalism were selected. They both taught sixth grade students and used the same English textbook. The data for the study were collected while they both were teaching the same unit of the textbook. Their classes were video-recorded and their interaction was transcribed and analyzed based on the framework of ‘constructive’ and ‘obstructive’ teacher talk (Walsh, 2002). The results show that the two teachers differed in the amount of the use of ‘constructive’ and ‘obstructive’ teacher talk. The more professional teacher used more constructive talk while the less professional teacher used more obstructive talk, and the more professional teacher encouraged the students to engage in the interaction by using constructive talk, such as error correction, content feedback, scaffolding, and so forth. On the basis of these results, some pedagogical implications were made.

This study investigates the opening stage of English class in the elementary school. It specifically explores the significant features of the interactions among teachers and students. A non-native Korean English teacher, a native English teacher, and 25 elementary students participated in the study. Twenty-three opening parts of the English classes were collected, transcribed, and analysed for the study. Data analysis showed that 1) the openings consist of greetings, reviewing, promoting motivations, and giving class objectives, 2) students had authentic communication, in that they moved out of the I-R-F sequence and even took the lead in the conversation as in Waring (2009)’s study, and 3) there were three types of learner initiatives in the class opening, which were reported by Waring (2011). It is also worth while to note that students self-selected, volunteered to respond, and began a sequence on the assigned turn regardless of their English competence. Some implications were suggested for meaningful interactions in the opening stage of English class in the elementary school.

The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

The purpose of this study is to take a close look at team teaching between a Korean elementary English teacher and a native teacher of English and thus to explore ways that team teaching can be performed more effectively. The data consists of teaching journals and an interview. Teaching journals were written by the Korean teacher and the native teacher for one semester while co-teaching. The analysis of data revealed the followings. First, the role relationships between the two teachers changed dynamically as the native teacher had more experiences of teaching. The native teacher was a novice at first, but she became the associate and sometimes team leader in the end of the semester. Second, the Korean teacher's efforts to communicate with the native teacher regarding the contents and methods of teaching helped the native teacher progress in teaching skills and management of class. Third, the Korean teacher felt stress due to too much work and responsibility related to team teaching although she found the experience of team teaching rewarding in terms of her professional development. Finally, it was found that activities and games rather than reading and writing were more appropriate for team teaching. Based on these findings several suggestions were made.

This study aims to investigate the current status regarding the utilization of native English teachers in elementary schools focusing on its benefits and problems and to explore better ways of utilizing them for elementary English education. The participants of this study were 1024 elementary school students, 80 Korean elementary English teachers, and 56 native teachers of English. The data were collected through questionnaires and interviews. Through the analysis of data the followings were revealed: 1) the native teachers of English considered that their working conditions including wages and the amount of teaching time were appropriate, but the pre-training program was not satisfactory; 2) the Korean English teachers felt that their workload related to native teachers of English was too heavy; 3) the students perceived that studying English with native teachers of English had positive effects on their English abilities in terms of cognitive and affective aspects; 4) in most schools team teaching between native teachers of English and Korean teachers were being performed and both teachers were satisfied with it; 5) however, several issues such as the role relationship between the Korean English teachers and the native teachers of English, the quality of pre-training, and reconstruction of teaching materials should be resolved in order to improve English program of utilizing native English-speaking teachers in elementary schools.

This study attempted to explore the possibility, potential and difficulties of reflective teaching through keeping teaching journals. The focus of reflection was also examined. Six primary English teachers wrote teaching journals throughout one semester. And they were interviewed regarding keeping teaching journals at the end of the semester. Then the contents of teachers’ journals and interviews were analyzed. The analysis of teachers’ journals shows that their reflection included teachers’ beliefs about teaching and learning, their decision making process on the use of learning activities, the problems of learner differences in English ability, the effects of learning activities, the structure of lessons, their role as a fully charged English teacher, the use of classroom English, and the concern about the improvement of students’ talk. The data analysis also reveals that the teachers considered journal writing as an opportunity to reflect and improve their teaching, thus being a means for professional development as an English teacher. However, the lack of time and not being familiar with keeping teaching journals were perceived difficulties in keeping teaching journals. Further, it was pointed out that the follow-up activities such as collaboration and discussion with other teachers or teacher educators were needed for journal writing to be a more beneficial tool for teachers’ professional development.

본 연구는 저품위 회중석을 최종 선별처리 하기에 앞서 비교적 조립자에서 많은 양의 맥석을 제 거하여 경제적이며 효율적인 선별기술을 개발하는데 있다. 일반적으로 저품위 회중석의 경우 1차 조 선정광을 얻기 위해 지그나 스파이랄 등의 비중선별기가 사용되지만, 본 연구에서는 KC3 Knelson Concentrator를 이용한 연구를 수행하였다. 시료는 파쇄와 분쇄과정을 거쳐 1㎜ 이하로 준비하였으 며, 주요 실험변수로 처리횟수, 시료 급광량, Bowl의 회전속도(G Force), 급수량, 자성산물 사전제거, 시료입도 그리고 시료품위 변화 등이 1차 조선정광 회수에 미치는 영향을 관찰하였다. KC3 Knelson Concentrator를 이용한 비중선별 실험결과 처리횟수, 급광량, 시료입도 그리고 원 시료의 품위(WO3%) 등이 선별효율에 영향을 미치는 주요 실험변수임을 확인하였다. 실험결과 최적실험 조건에서 텅스텐 의 품위와 회수율이 각각 3.0%WO3와 90%인 1차 조선정광을 얻었다.

지구상에 주된 에너지원으로 사용되고 있는 석유자원은 그 매장량의 유한성으로 인해 고유가 행진이 계속되고 있다. 이러한 고유가 시대에 석유 산업의 한 축인 플라스틱 산업은 그 나라 경제규모를 가늠하는 척도로 인식될 만큼 각종 분야에서 다양하게 적용되고 있으며, 대체물질이 개발되지 않는 한 지속적인 성장이 예상된다. 우리나라는 세계에서 4번째로 많은 연간 약 900만 톤의 플라스틱을 생산하고 있으며, 매년 약 400만 톤의 폐플라스틱이 발생하고 있으나, 재활용률은 20~30%로 낮아 많은 양이 매립이나 소각에 의하여 처리되고 있다. 그러나 폐플라스틱의 매립은 유해성분이 용출될 수 있으며, 단위 무게에 비하여 부피가 커 보관, 운반의 문제와 매립 효율이 낮고, 소각에 의한 처리는 일부 열에너지를 이용할 수 있지만 많은 경제적인 손실을 초래하고 유독성 가스를 방출하여 사회적 문제를 일으킬 수 있다. 특히, PVC(polyvinyl chloride) 재질의 경우 Cl, DEHP, 왁스 등이 함유되어 있어 소각이나 매립 시 염화수소, 다이옥신, 중금속 그리고 독성첨가물 등이 유출되어 환경 유해성이 심각한 것으로 알려져 있으며, 소각 설비 장치의 수명 단축 및 부식을 유발시키고 있다. 또한 PVC재질은 폐플라스틱 고형연료제품(RPF, Reused plastic fuel), 생활폐기물 고형연료제품(RDF, Refuse Derived Fuel), 유화, 물질재생 등에 있어 폐플라스틱의 재활용을 어렵게 만드는 주요 원인이 되고 있다. 따라서 이들의 문제점을 원천적으로 해결하고 폐플라스틱의 재활용률을 높일 수 있는 PVC 제거기술 개발은 매우 중요한 과제이다. 폐플라스틱의 경우 다른 물질에 비해 쉽게 분해 및 변질이 이루어지지 않아 효율적인 선별기술만 개발된다면 재활용이 가장 용이한 물질중의 하나이다. 이러한 폐플라스틱을 재활용 할 수 있는 기술로는 물질 재활용, 화학적 재활용 그리고 에너지 재활용 방법이 있으며, 이중 물질 재활용이 자원보존이라는 관점 및 에너지 측면 등에서 볼 때 가장 효율적인 방법으로 평가받고 있다. 그러나 어느 방법이든 다른 종류의 폐플라스틱이 혼재되어 있으면 재활용의 효율이 크게 저하된다. 따라서 폐플라스틱의 재질분리 기술은 재활용에 있어서 가장 중요하며, 특히 플라스틱의 가격을 고려할 때 경제적인 재질분리 기술이 요구된다. 본 연구에서는 PVC와 PET가 혼합된 가전 포장제를 대상으로 풍력선별 연구를 수행하였으며, 시료의 투입량, 공기량 등 다양한 조건을 변화하며 최적 분리조건 및 분리효율을 규명하여 대상 시료의 본 선별법을 통한 분리 가능성을 확인하고자 하였다.