This study investigated how Korean high school students use English connectives in argumentative writing. The participants were 71 high school second year students. Analysis of data focused on three aspects of connective use: 1) the frequency and kinds of connectives used, 2) commonly used words in each category of connectives, and 3) frequently used positions of connectives. Considering the possible effect of topical knowledge and general English ability, the analysis included the comparison between two topic groups and between two language ability groups. The results showed there was a high similarity between different topic groups and ability groups in the use of connectives, but a significant difference was also found in some limited features. Based on the results, the study concludes that Korean high school students, regardless of the writing topic and language ability, share common features in the use of English connectives. Some suggestions are made for further research and writing instruction.

The purpose of the present study is to help the high school English teachers develop insights into communicative grammar instruction. In order to examine what the teachers do in their grammar instruction, the study analyzed five video-taped high school English classes. From the analyses it was found that despite all the efforts made by the educational policy to implement the communicative language teaching, the high school English teachers" grammar instruction today is hardly different from the traditional one. What the teachers basically do in their grammar instruction is to explain the grammar points, translate the sentences, and include some mechanical drills. Based on the findings, the study concludes that the high school English teachers lack knowledge and techniques necessary to teach the target language grammar more communicatively. It is suggested that in order to make their grammar instruction more effective in developing the communicative language ability in the students, the teachers need to reduce the time to explain grammar points and increase the time to engage the students in the meaningful use of the target structure. An example of the grammar instruction is provided to help the teachers.