Eunil Kim . 2002. A Functional Appro ach to Eng li sh Educ ation . S t ud ie s in M od e rn Grammar 27, 105- 121. This study is to explore how Functional Grammar can contribute to English Education. As noted in Brown (2000), the human organism approaches any new problem with an existing set of cognitive structures : Previously learned material interferes with subsequent material. Korean learners of English will use whatever previous experience they have had with Korean in order to facilit ate English learning process. This study tries to develop teaching materials that help Korean student s overcome the interfering effect s of Korean on English, focusing on how the Korean and English grammars code semantic domains such as animacy, volitionality, inchoation and functional domains of voice and tense/ aspect .

Kyunghee Yeo. 2000. A Case Study on the Subject-Exchange Teaching Systems in Elementary English Class: a Transitional Scheme of Problem-Solving. Studies in Modern Grammar 20, 199-213. It goes without saying that a teacher who is responsible for the effective teaching is one of the most important factors in teaching-learning situation. The controversy over who should teach English to elementary school students has continued since English was introduced in elementary schools in 1997. There are two systems in which English can be taught in elementary schools. One is the system in which a classroom teacher who has the deepest understanding toward his/her students teach English. The other is the system in which a subject teacher who has good command of English teach English. Generally, the Ministry of Education encourages the classroom teacher to teach English to children and the teachers who have little confidence in teaching English prefer the system in which a subject teacher teaches. Both systems are said to he strengths and weaknesses. This paper suggests the subject-exchange teaching system that compromises above mentioned two systems and shows how elementary school teachers think of this system and illustrates the case and the effects of subject-exchange teaching system.

Han, Sang-Ho. 1999. Directions for Learner-Centered English Education in the 21st Century. Studies in Modern Grammar 17, 191-206. This study proposes that, in the 21st century, English teaching in Korea should be implemented in a learner-centered way, not only in name, but in substance. The author initiates his arguments by attributing the reason for a loose application of learner-centeredness in Korea to its Confucian educational practice deep-rooted in history. He suggests that leaner-centered teaching will assist Korean English teachers to overcome the constraints of traditionalism in the new era. The author gives a brief overview of recent development of English language teaching from the prescientific era to structural linguistic, to cognitive linguistic, and finally to leaner-centered English education. He then conceptualizes learner-centeredness from the four perspectives which, combined together, have given birth to modern western traditions in foreign language education: humanistic movements in general education, communicative approach to curriculum developments, orientation towards individualized instruction, and process-oriented English education. Finally, the author goes into the details of open English education and self-directed learning. He argues that teachers need to have an in-depth awareness of learners` motivations, learning styles and strategies to be able to incorporate the traditional teacher-centered approach into more learner-based teaching. In order for this to be materialized, teachers should seek open-mindedness in their own teaching situations and develop professionally from the traditional status of `teacher as explainer` to `teacher as involver`, and even to `teacher as enabler` in the long run, in an effort to facilitate self-directed English learning.

Kang, Myung-Yeul. 1997. An Effective English Teaching Method in the Elementary School through Chant. Studies in Modern Grammatical Theories 10: 191-220. Standard English often stretches, shortens, blends and drops sounds. It is difficult for beginners, who are not familiar with those subtle features of English to understand standard English. This study discusses an effective English teaching method through chant. The characteristics of Chant English for children are short, rhythmic and repetitive. The basic principles of English rhythmic, stress, and syllabic patterns are explained. A variety of teaching methods are focused on body motions, process-oriented learning, pair-correction, a variety of teaching patterns, student-centered activities, and a teaching direction with a sense for children`s psychological development. Teaching through chant has been performed by body motion, hand-play, finger-play, clapping, singing, dancing, drawing, playing, talking, walking, and the use of realia in the classroom, always keeping time with rhythm and beat. These practical techniques are in accordance with the new patterns of observe/talk, talk/play, listen/draw, play/dance, chant/clap, draw/talk, role-play and pantomime.

지난 40여년 동안 우리나라 중학교 영어과 교육 과정은 체제상 많은 변화를 겪으며 이제는 학습자의 인간 중심 학습이론에 근본을 두고 목표와 학년 목표, 지도 내용, 지도 및 평가상의 유의점으로 구성하기에 이르렀다. 목표는 거의 비슷하여 커다란 변화는 없었지만 개인적 목표와 국가적 목표에서 약간씩 표현상의 차이를 보여준다.

5개 국립사범대학의 학부과정의 영어교육과정을 분석한 결과 다음과 같은 몇가지 문제점을 발견할 수 있었다. (1)우수한 중등학교 영어교원을 양성한다고 하는 영어교육과의 본래의 목적에 부합이 잘 되지않고 있다. 즉 각 대학의 전공과정 이수학점을 60학점으로 환산했을? 영어의 실제적 운용능력 부문에 평균10학점 만을 배당하여 이 방면의 교육이 소홀히 되고 있다. (2) 60학점중 평균24학점을 영미문학에 배정함으로써 순수이론 즉 영미문학 쪽을 지나치게 강조하고 있다.(3)영어영문학과의 교육과정과 대동소이하여 영어교육과의 교육과정으로서의 특성이 매우 희박하다. (4)교육과정의 내용 구조면에서 교과영역간의 균형이 잡혀있지 않고 있다. 즉 일반적으로 청해법지도가 경시되어 있고, 필수·선택간의 비율이 조화를 이루지 못하고 있다. (5)일반적으로 중등학교 영어교육과정과의 연계성이 극히 부족하다. 교육대학원의 경우도 학부의 경우와 유사한 문제점을 안고있는 것으로 분석된다. (1)교과교육학 및 영어운용능력지도법 등에 대한 배려가 부족하여 교육현장과의 연계성이 부족하다. (2)영미문학계열의 학과목이 과다하여 일반대학원의 영어교육과정과 흡사하다. 교육대학원의 영어교육과정으로서의 특색이 별로 없다. (3)대부분의 교과목이 학부과정 교과목의 반복에 불과하다. (4)각 교육대학원개설과목간의 공통성이 매우 약하다. (5)교과목이 지나치게 세분화되어 있다. 이상과 같은 학부 및 대학원의 영어교육과정상의 모순점을 시정·보완하여 편성한 한국교원대학교 영어교육과정을 하나의 모형으로 간주하여 그 특색을 요약해보면 다음과 같다. 영어교육과정은 궁극적으로 영어교육과의 교육 목적을 달성하기 위하여 존재하는 것으므로 영어 교육과의 운영방침은 곧바로 영어교육과정의 운영 방침이 된다는 관점에서 몇가지 기본방침을 교육 과정편성 및 운영의 기반으로 삼았다.