The main objective of this research was to probe the DLM-based teaching method for Korean students’ English communication skills. For this study, the corpus was made of Korean reading materials with 307 frequently used sentence patterns extracted. The present research employing a quasi-experimental design and a comparative analysis of Korean and English corpora revealed the followings: first, the difference between the DLM (experimental group) and the CTR (control group) was examined in terms of the pretest score in order to identify the students’ level of English productive skills. After the pretest, meaningful translation focused DLM was employed in the instruction of the experimental group but not in the instruction of the control group. After one semester of teaching, on the posttest, the students in the DLM group outperformed the students in the CTR group. In conclusion, it can be inferred that the DLM teaching method is effective for English productive skills and can be a good solution to our English education environments in which both teachers and students use Korean as a medium of teaching English.

The induction experiences of novice teachers are receiving increasing attention within the subject field of Teaching English as a Foreign Language (TEFL).The process of beginning to teach is acknowledged to be complex and often fraught with tensions and anxieties for newly qualified teachers who may experience significant disjunction between the realities of classroom and institutional life and what they have been taught on pre-service training courses. Research has also shown that novice teachers can be helped to make a successful transition from the teacher-training environment to the school through well-designed induction programs which provide structured support and professional development with access to resources beyond the school itself. This article seeks to uncover whether these elements of well-designed induction programs are replicated for teachers of English in the Korean school system. Using data gathered in interviews with recently graduated teachers, the article examines the experiences of teaching in the early years and documents teachers’ own perceptions of their induction into teaching. The article discusses the place of the teachers within the social network of the school and, in so doing, hopes to foreground how individuals come to terms with the new and complex roles inherent in ‘being a teacher’ within this framework. This is a perspective particularly necessary for TEFL as a discipline where methods are so often deemed paramount in learning to teach, rather than an understanding of what it means to be a teacher of English as a foreign language in a particular socio-educational context.

The world Englishes framework gravitating around many recent models of English has initiated sharp interest in adopting intercultural awareness and its teaching/learning in English language instruction. This is because English has become ‘a heterogeneous language with multiple norms and grammars’ (Canagarajah, 2006) and no longer an international language but an ‘intercultural language’ (Sifakis, 2004). Intercultural English language teaching (IcELT) aims to create interculturally multidialectical English users among world Englishes by not only developing cultural tolerance and linguistic and cultural diversity but abating the so-called native-speakers’ linguistic and cultural dominances. For this, this article suggests eight workable IcELT guidelines which could facilitate users’ IcELT competence. This article, for its organization, first addresses why IcELT in relation to the world Englishes framework should be dealt in the contemporary ELT arena. Secondly, it suggests the eight IcELT guidelines along with some classroom techniques; thus, teachers of English language will benefit in his/her future lesson plans.

The purpose of this study is to summarize and report on both academic and pedagogical implications of CALL studies published in English Teaching from Vol. 1 (1965) to Vol. 70, n. 2 (2015) by critically reviewing 118 CALL articles in a qualitative meta-analytic approach, and also to suggest future directions for CALL research and practice. The data analysis indicates that English Teaching has m빠 significant achievements in developing technology and language learning research from both quantity and quality standpoints. First, that CALL has been consistently discussed as a major topic. Second, the research has been ground-breaking in topics, technologies, and instructional approaches. Third, the studies have produced meaningful findings, practical suggestions, and positive conclusions for English education in Korea. On the other hand, there are also some neglected aspects: first, the primary concern has been mostly for the effectiveness of new technology by means of quantitative approaches; second, the study scope is limited; third, the research projects are not sustainable or are unsupported by follow-up studies. In the future of CALL, it is hoped that 1) the role and usage of technology will be studied more from the L2 perspective; 2) the target interest will be focused on normal curricula; 3) large-scale research will be better promoted; and 4) more international efforts will be undertaken for theory building.

This study surveys a total of 127 L2 writing-related articles published in English Teaching over the past 50 years (1965-2015) with reference to research methodology, participants, and themes. The key outcomes are as follows. These articles on L2 writing in English successfully embrace diverse methodological approaches, not displaying a heavy reliance on quantitative methods. Among the study participants, those in higher educational settings maintain a comfortable lead, calling for more articles with elementary and secondary school students. A notable proliferation has been observed since the mid-l990s along with a numerical grow山 in articles on L2 writing. The research theme of classroom instruction appears most often over the journal's 50-year history, followed by learner traits and characteristics of Korean students' writing. The topics of assessment and technology use have gradually evolved into two of the major content areas in L2 writing research, while the theme of skill integration has remained under-researched. Overall, L2 writing research produced in English Teaching seems to exhibit diversity in methodology, participants, and themes.

The purpose of this paper is to examine the current state of research on learner factors in second language acquisition by reviewing relevant studies published in English Teaching over the past 50 years. A total of 182 articles on various learner factors were extracted from the journal. Further detailed analyses were conducted on 110 articles on strategy, motivation, and personality traits in terms ofpublication year, research topics, participants, methods, and researchers' concentration. The results reveal that research on learner factors has significantly expanded over time in terms of volume and diversity, reflecting increasing research interests in the field. As for research methodology, a quantitative approach was far more frequent but qualitative and mixedmethod approaches have gained visibility since 2000. Yet, most of the studies focused on tertiary level learners, while overall neglecting primary and secondary level learners. Furthermore, individual researchers' interests in the factors looked rather sporadic as revealed in the lack of research concentration. Based on the findings, suggestions for future research on learner factors are made.

This paper overviews English language assessment-related articles published in English Teaching from 1965 to 2015. One hundred thirty-eight articles are chosen for analysis, and the discernible trends epitomizing a specific era are traced. The results show articles concerning item analysis and improvement oftesting methods constituted a major portion of the periodical in the early days. The number of the assessmentrelated articles began to soar from the late 1980s, and recently a major focus seems to have shifted to test validity. In terms of research topics, a significant body of research has been conducted on item analysis, improvement of testing practices, performance assessment, evaluation methods, and test validity. Even though the overall level of the articles has advanced dramatically over the past 50 years, little research has been intended in the areas of classroom assessment, English language testing policies, washback effects, new assessment tools, and the validity of national tests. This paper concludes with a suggestion that more efforts should be made to fill the gap between research and testing practices in the field.

This study aims to investigate the major themes and contents of studies on teaching English as an EFL in elementary schools in Korea since TEFLES (Teaching English as a Foreign Language in the Elementary School) was first introduced in elementary schools as a regular subject under the 7th National Curriculum in 1997. For the purpose of the study, a total of 218 research was examined in terms of the research methods, topics and main contents, and implications. The results of the study show that more than a half of the research was oriented toward quantitative approach. In addition, the main foci were the effects of certain tasks, pronunciation, dramatization, the use of a variety of multimedia materials on elementary school students" speaking skills. However, a large number of studies dealt with speaking skills in an integrated manner with other factors such as language skills, motivation, interests, and confidence. On the basis of the results, pedagogical implications on the teaching of speaking skills are suggested.

Effective foreign language learning accompanies the learning of the target language’s culture. But English is said to be not a foreign language, but a global language. What should culture learning be like in teaching English as a global language (EGL)? This paper aims to make some suggestions for the directions of cultural learning in EGL. First, the features of EGL learning are explored in comparison with those of EFL learning. Second, it is discussed why EGL learning does not match the communicative competence on which the communicative approach has been based. Instead EGL learning needs intercultural communicative competence (ICC). Third, it is considered what culture education should take into account for ICC. The main section seeks out the ways in which cultural contents involved in teaching materials contribute to develop ICC. Four (4) series of Korean middle school English textbooks are analysed in respect of the ownership of cultures, the types of culture and the cultural activities, from the intercultural perspective. The result admits the cultural contents of the textbook are not suitable for developing ICC. Finally, some directions will be deduced on how and what teaching materials are equipped to develop ICC in teaching English as a global language.

Yun, Sung Kyu & Jung, Woo-hyun. 2004. Request and Question Perspective in Interlanguage Pragmatics. The Sociolinguistic Journal of Korea, 12(2). This paper is an interlanguage pragmatic study of request and question perspective. It aims to explore whether there are any differences in request perspective between American English native speakers and Korean EFL learners. To this end, this study employed a Discourse Completion Test, which consisted of eight situations. Data were collected from three different groups: native speakers of English; Korean learners of English; native speakers of Korean. The results showed that the learners deviated from native pragmatic norms in the choice of perspective in a relatively systematic way. The same held even more obviously in the use of please in interacting with request perspective. It was also shown that the mismatch between the native and nonnative groups in perspective was an instance of pragmatic transfer. The results suggested that the notions of imposition and politeness operated differently in perspective between the native and nonnative groups. It is expected that this study will shed light on the phenomenon of interlanguage pragmatics and the aspect of pragmatic transfer, revealing how learners differ from native speakers with respect to request perspective and what causes the differences.

The present study investigates the effects of teaching activity-based integrative reading and writing on the amelioration of written language in the elementary school classroom. This study was conducted during the first semester in 2003. The subjects were 160, 6th year elementary school students. They were divided into two groups, control and experimental. Both the control group and the experimental group were composed of 80 students each. Each group was divided into three levels: high, intermediate, and low, on the basis of a diagnostic evaluation. All the subjects of the experimental group were integratively taught reading and writing of the English alphabet, words, phrases, sentences, and context, according to their level. All the subjects of the control group were discretely taught reading and writing according to their curriculum and level. They were also given a questionnaire of affective and psychomotor domains. Statistical analyses were performed to determine: (a) the difference of the control and experimental groups, (b) the difference between the control and experimental groups, (c) the difference of their level (high, intermediate, and low) of the control and experimental groups on reading and writing in the pre- and post- achievement tests, and (d) the difference of the level of the control and experimental groups on the affective and psychomotor domains such as interest, self-confidence, understanding, participation, and motivation of reading and writing in the pre- and post- achievement tests. The results of this study reveal that significantly higher scores on the written language were obtained in the experimental group. The difference between the control group and the experimental group was not significant at the beginning of the term. However, the difference was significant at the end of the term. It was also found that in the experimental group, interest was improved at the intermediate level. Self-confidence and understanding were improved at the intermediate and low levels, and participation was improved at the low level. It is recommended that researchers and teachers develop integrative materials of reading and writing more widely according to the level.

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.