This study examined the role of interpretation with various practices in art museums to seek a new meaning and a concept of art museum today. The exploration of interpretation would be a starting point to discuss about on art museums with professionals in each art-related field. While museums recognize the concept of interpretation and the scope of the functions in different levels, the study focused on the practices of collecting and exhibiting that will entrust the museum new realms of activities toward the audience. In particular, its emphases are set force on the information on the collections via the museum’s web sites, interpretation policies, and theories and methodologies in exhibition development. Art museum websites well reflect how museums utilize the new medium to enhance the understanding of art works by providing in-depth art historical information, comprehensive contexts, and subject/concept based search methods. In recent decades, these have enacted changes to expand dimensions of interpretive functions in most museums, particularly in the United States and others. In an administrative perspective, Tate Gallery Interpretation Policy became an good example how an art museum put its interpretation philosophy as the basis of interpreting collection and public programs. Tate established functions of intrepretation and education not only within a task-based team but also as an intrer-divisional coorperation to provide an interpretation scheme of information provisions such as guide brochure, audio tour, multimedia content, and library. New environment and trends of museum exhibition, and its development processes stem from communication theories, object interpretation philosophy, display strategies, and various evaluation techniques through audiences. With the communication theories of Shannon and Weaver, Berlo’s SMCR(Source-Message-Channel-Receiver) models were perceived as to understand the mechanism to communicate museum exhibits to visitors. Suzan vogel’s insight into object display strategy helped to conceive the mechanism of object recontextualization. She emphasized that the museum’s practice to construe opinions and impressions through object display should be discreet and critical. therefore, the professionals to plan the exhibition should reveal the intention and their practices. For a prevailing new methodology from the field, the interpretive exhibition development processes are articulated as the front-end, formative, and summative evaluation, futhermore the team process in industrial product management models was adapted. These have turned out to be more interactive with visitors and effective to communicate the exhibition concepts and messages, hence resulting in enriched museum experiences. Finally the study concluded that understanding the aspects of interpretation should help art museums to set a framework for current practices to expand its public dimension. It can provide curators with a critical view to website planning and its content. And obviously, the interpretive exhibition development methodology will lead museum exhibition developers to be skilled in its current approaches to thematic exhibition concerning diverse subjects and topics.

This paper analyzes the high school textbooks for German which were developed according to the guidelines of the 7th National Curriculum. The study focuses on communicative features of texts/dialogues and the lessons in general. According to 7th National Curriculum, students have to practice all four communicative activities in German I, namely listening, speaking, reading and writing. This analysis aims at identifying and analyzing the elements which are relevant for communicative exercises. For that purpose, the author analyzes the proportion of texts in relation to dialogues, and the therein contained distribution of communicative situations or themes; another aspect of analysis deals with the question, how systematically the lessons are structured in order to enhance the four communicative activities and skills.

The purpose of this study is to investigate an effective way of using real-time computer-mediated communication (CMC) tools for the development of Korean EFL learners’ oral communicative competence. The subjects of the study are the 53 first-year female university students and they are randomly assigned into three groups: text-, voice-, and video-chatting groups. The major results of the study are as follows: first, all the three synchronous CMC tools are effective in improving the fluency and accuracy of speaking skills. Second, the voice-based CMC tools, not the text-based one, are effective in improving the learners’ interactive skills and active use of communicative strategies. Third, all the three synchronous CMC tools are effective in enhancing the learners’ confidence in their English speaking abilities and beliefs in the improvement of their oral communicative competence. Lastly, the learners’ responses to the use of the CMC tools in performing communicative tasks are very positive in all the three groups. Based on these results, some pedagogical suggestions are made on the effective use of the synchronous CMC tools in Korean English classroom settings.

This paper aims to make some suggestions for the direction and objectives of teaching English as a global language (EGL). To this end, the examination reveals that the number of people who use English as a second or foreign language is much more than that of people who use English as the primary language. Moreover, in many parts of the world the status of English is shifting, being used within the country as well as for international communication. Thus, it will be more likely for the learners to communicate in English with other people than English natives. Communication across cultures demands mutual intelligibility and speaker’s identities. The objective of EGL is to provide intercultural learners with intercultural communicative competence, which is a knowledge of one or more cultures and social identities, and which is also a capacity to discover and relate to new people from other contexts for which they have not been prepared directly. Teaching English as a global language will be effective and prosperous under due consideration of local situations around learners. Several ideas are suggested for the new direction for EGL education.