The present study explored the actual target discourse of oral presentations in science and engineering graduate classrooms. First, three target tasks were identified from the combination of class observation, interviews with instructors, and surveys of students: to report the research in a logical way, to clarify ideas, and to deliver the speech in an interactional speaking style. Second, the analysis of target discourse addressed how the language was used in carrying out each task. The native speakers employed a mixture of the rhetorical structures of the research article, conference presentation, and lecture introduction to organize ideas in a logical way. Also they utilized syntactic structures and lexical devices unique to oral presentations to help the audience better understand main points of the research; however, the nonnative speakers often failed to perform well-organized presentations and delivered in written text style. Pedagogic implications were suggested for the specific needs of science and engineering graduate students.

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.