This study examined EFL college-level learners’ perception toward the contentbased instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair- or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).

This study explored the factors that lead college-level EFL adult learners to participate productively in speaking in a Content Based Instruction (CBI) course. Having investigated how the classroom tasks and environments scaffolded the learners to participate, the study considered factors for motivating students to engage in classroom discussion in spontaneous, voluntary speaking. The findings of this study are discussed through a sociocultural approach. Based on an analysis of the classroom observation and interview data, the study suggests that scaffolding devices and classroom environment play a significant role in encouraging and promoting output performance. The study suggests that four types of scaffolding should be available for a CBI course to facilitate participation in a spontaneous speaking mode: clear guidelines for comprehension and participation; tasks appropriate for the learners’ cognitive and linguistic level; an emotionally supportive environment formed by rapport among classmates; and instructional aids to increase motivation and willingness to participate.

Yang Tae-sun. 2012. University Students' Perceptions about NESPs and NNESPs in EMCs. The Sociolinguistic Journal of Korea 20(2). pp. 291-312. The purpose of this study was to investigate Korean university students' perceptions about NESPs (Native English Speaking Professor) and NNESPs (Non-native English Speaking Professor) in EMCs (English Medium Course) to suggest better ways to implement EMCs in university settings. 100 university students who had an experience in taking EMCs with both NESPs and NNESPs answered the questionnaire and 30 students out of them were also interviewed to consolidate the data. Students expressed that they could benefit from NESPs in the area of language. On the other hand, they thought that they could have more chances to broaden content knowledge with the help of NNESPs. Based on the results of the study, the following suggestions were made for NESPs and NNESPs to implement EMCs in a successful way: NESPs should deepen their knowledge of content areas. NNESPs should use a monitoring service at the university to get comments on their teaching, participate in one-on-one tutoring sessions to practice English with NESPs, participate in meetings to get effective teaching tips from experts, and the university should regularly conduct needs surveys and do ongoing analyses of students' and professors' needs to provide more customized EMCs.

This study was an attempt to investigate a Cognitive Academic Language Proficiency (CALP) theme with the Interdependence Hypothesis in the use of Content-Based Instruction (CBI) approach. In addition, the study examined the threshold notion of language proficiency and how it would play in different groups distinguished by school level. Based on the analyses of data obtained from comprehension quizzes, proficiency tests of speaking and writing, questionnaire, and interview, the study revealed that the undergraduate group showing a higher level of proficiency and the graduate group experiencing longer period of schooling performed on the comprehension quizzes and evaluated their CBI experiences similarly. It suggested that CALP represented by schooling earned in L1 be taken advantage of as a springboard for CBI. It also indicated that reading skills may be more critical to the survival and success in CBI courses at least for the participants of the current study who showed relatively high confidence in listening skills. It suggested that there is a need for further study to examine whether such a tendency is common to the similar groups of Korean English language learners in order to accommodate their preferred way of learning English.

This paper investigates the impact of monetary policy independence shock on bond yield by allowing for heterogeneous coefficients in the model based on panel data for 19 developing countries using quarterly data from 1991 to 2016. First, we estimate the model using conventional panel VAR estimation with the assumption of homogeneous coefficients across countries. Second, by performing Chow and Roy-Zellner tests to check the homogeneity assumption, we find that the assumption does not hold in the model. Third, we apply a meangroup estimation for panel VAR as a solution for heterogeneity panel model. The results reveal that central bank independence is effective in reducing bond yield with the maximum at period 6 after the shock. Shock one standard deviation bond yield has a negative effect on consumption and investment. We determine that central bank independence has a contradictory effect on real activity; a negative effect on consumption but a positive influence on investment for the first two years after the shock. Additionally, we split our sample into three groups to make the subgroups pool. Our empirical result shows that monetary policy independence shock reduces bond yield. Meanwhile, the response of economic activity to bond yield varies for all three groups.

이 연구는 학문 목적 한국어 학습자를 대상으로 CBI를 활용한 한국 역사 문화수업의 방안을 고안하고 실제 방향을 제시 하는 데 있다. 이를 위하여 먼저 이론적 배경을 통하여 CBI의 특징 및 여러 수업 모델들의 원리와 효과에 대하여 살펴보았다. 그리고 이러한 이론적 배경을 바탕으로 ‘생각하기–내용 이해하기– 활용하기–마무리하기’ 라는 수업 절차를 구성하고 역사 문화수업의 실제 예를 보였다. 마지막으로 CBI를 활용한 수업 시 언어 교사가 가져야 할 전문 지식에 대한 부담감 그리고 교재 및 활동 개발 등을 제언하였다.