This study was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided.

In the era of the 4th industrial revolution, creativity plays a pivotal role in the competitiveness of a country. The importance of creativity education therefore cannot be overemphasized. The purpose of this study is to examine the effects of discussion-based English reading and writing activities on Korean high school students' creativity, English writing, and self-assessed creative thinking. The participants were 45 high school students in Seoul, Korea. They were divided into two groups: the discussion-based English reading and writing group (n=24) and the traditional English instruction group (n=21). The experiment was administered during two semesters of the 2017 academic year. The major findings are as follows: First, the experimental group showed significant improvement on the creativity test, especially in the areas of fluency, flexibility, and original thinking. Second, the experimental group outperformed the control group on the writing test. Third, the experimental group showed positive changes in their self-assessed flexible thinking, convergent thinking, and intrinsic motivation. All of these indicate the beneficial effects of the discussion-based English reading and writing activities. Based on the results, some pedagogical suggestions were made for the effective integration of creativity education into the teaching of English as a foreign language.

The present study aims at investigating problems with a TEE class in terms of classroom activities and code-switching. One middle school teacher and her students participated in the study. The teacher taught a writing class in TEE context. She taught more than half of the class in English. Her students experienced different interactional patterns in four different activities. However, most of the students could not participate both in pair work and group work without her teacher’s help. That was because the teacher had problems with giving instructions: (1) her instructions about the activities were not clear enough; (2) she did not provide any modelling for the activities; and (3) she did not check any clarifications for the activities. Also, the ratio of the teacher’s utterance to students’ was too high: 96% in English and 89.5% in Korean. In addition, she did not use any pause in code-switching from English to Korean, deprived of checking whether her students understood the target language input given in English. Directions for further research and pedagogical implications will be discussed.

This study aims to analyze the process of how Chinese students practice collaborative writing and to figure out whether collaborative writing is useful to Korean language learners for academic purposes. In total, 15 Chinese students of Korean language for academic purposes participated in the research and they were divided into Groups A and B, respectively. Five participants of Group A were individually assigned with writing tasks while ten participants of Group B conducted collaborative writing tasks in pairs. Groups A and B conducted both tasks of a data commentary and an argumentative essay. The result was that fluency and complexity were not significantly different between Groups A and B. However, accuracy was higher in Group B. Accordingly, for students of Korean language in an advanced level, collaborative writing activities did not result in longer texts or more complex linguistic practices but led to more accurate texts. Whether this accuracy will strengthen grammatical knowledge of language students in an advanced level in the long-term is unknown, so follow-up studies are needed.

The purpose of this study was to analyze writing activities of 1st grade middle school English textbooks based on the achievement standards of the 2009 revised National Curriculum and provide suggestions for improvements of textbooks. In this study, seven textbooks out of twelve were selected and their writing activities were analyzed as to whether they stick to the guidelines of the 2009 revised National Curriculum. For this purpose, specific focuses of the current study were 1) to look into writing activities based on achievement standards stipulated in the 2009 revised National Curriculum, and 2) to investigate the ratio of integrated writing activities to separate writing activities ones. The results of the analysis revealed that most of the writing activities seemed suitable based on learners’ real-life situations for achievements standards; however, the types of writing activities were rather simple, mainly focusing on given words. Next, there were not only separate writing activities but also a variety of integrated activities such as listening-writing, speaking-writing, and reading-writing activities. At the end of the paper, a few suggestions were provided to improve the qualities of writing activities in the textbooks.

The purpose of this study is to analyze writing activities in Korean high school English textbooks and suggest more effective writing activities in comparison to Chinese textbooks. For the analysis, two Korean and two Chinese high school English textbooks are selected. Writing activities are investigated in terms of three research procedures. The study begins by typifying writing activities as controlled, guided, and free writing, guided by Raimes’ controlled -to-free approach (1983) and Rivers’ five writing instruction stages (1981). Next, it examines writing activities according to the writing criterion prescribed by the Korean and Chinese national curricula, respectively. Finally, it investigates writing activities in relation to other language skills, such as listening, speaking, and reading. The results are as follows. First, while Korean textbooks include more writing activities than Chinese textbooks, there remain substantial imbalances in both. Both textbooks contain the most controlled writing activities and lack free writing. Second, Korean textbooks provide more writing questions than do Chinese textbooks in order to satisfy the national-level writing criteria. However, in comparison to Chinese textbooks, they lack writing activities designed to satisfy paragraph- level writing standards which enhance logical organization competence. Third, Korean textbooks offer more writing activities integrated with other language skills. Both textbooks most frequently contain writing activities integrated with reading skills.

Today’s fundamental purpose of environmental education is to fulfill people’s desire of living in a pleasant environment and at the same time promoting individualistic and collective environmentally friendly behaviors. In order to achieve these purposes, it is very important that each person holds an environmentally friendly mind that constantly tries to preserve and protect the environment which should be acquired through experiencing the importance of the environment. In order to increases the sense of attachment of people and the natural environment, the direction of environmental education should carry out education on environment related knowledge and the condition of environment damage side by side. The direction of environmental education should consider the cultivating student’s awareness for active participation on matters related to the environment and to change their behaviors towards the environment. This study has tested the effect of reflective writing activities about the environment on the environmental sensitivity and willingness to act of 5th grade primary school students. For the sole purpose of this study, 70 students out of 141 5th graders of M Primary School were divided as the experimental group, and another 71 students were divided as the control group. The experimental group participated in 10 activities in where they were asked to express their thoughts and feelings in writing regarding 10 environmental problems occurring near the M Primary School. The control group participated in 10 environmental education lectures focusing on the lecturer. The results were as following. First, the reflective writing activities about the environment were effective in the environmental sensitivity of primary school students. Second, the reflective writing activities about the environment can affect the environmental willingness to act of primary school students. Third, there was a statistically significant correlation between environmental sensitivity and environmental willingness to act.

본 연구는 鄭逑(寒岡, 1543-1620)가 무흘정사를 건립하게 된 이유와 과정, 무흘정사에서의 저술활동, 무흘정사의 연혁 등을 두루 고찰한 것이다. 무흘정 사에는 정구의 유품뿐만 아니라 그가 수집·편찬한 수 천권의 서적이 보관되어 있었으며, 영남의 선비들은 이곳에서 책을 열람하고 강학활동을 하는 등 일련 의 ‘무흘 아카데미’를 형성하였다. 최근에는 무흘정사의 書目 일부가 고문서의 형태로 발견되기도 했다. 사정의 이러함에도 불구하고 학계나 지방자치단체에 서는 이에 대한 이해와 관심이 부족한 것이 실정이다. 본고는 여기에 일정한 문 제를 제기하면서 무흘정사를 중심으로 한 무흘의 본격적인 생활문화 연구의 단 초를 마련하기 위하여 기획된 것이다. 무흘동천에 대한 정구의 관심은 이른 시기부터 있어왔는데, 그가 만년에 무흘 행을 선택한 가장 큰 이유는 避地意識에 기반한 독서양성이었다. 평소 친분이 두텁던 벗의 방문까지 정중히 사양하면서 독서를 통한 養性을 실천하고자 하였 던 것이다. 정구는 安東大都護府使 등의 관직을 맡기도 하지만 7-8년동안 이곳 에서 보내면서 다양한 분야의 저술활동을 전개한다. 성리학 분야의 󰡔염락갱장 록󰡕·󰡔수사언인록󰡕·󰡔곡산동암지󰡕, 역사전기 분야의 󰡔경현속록󰡕·󰡔와룡암지󰡕·󰡔치 란제요󰡕·󰡔고금인물지󰡕·󰡔유선속록󰡕, 지방지 분야의 󰡔복주지󰡕 등이 바로 그것이 다. 이 같은 저술활동을 통해 그는 공자의 仁思想에 근간을 둔 주자학의 연원과 그 조선적 계승을 道脈에 입각하여 명확히 하고자 했다. 무흘정사 건립에는 정구가 직접 공사감독을 할 만큼 많은 정성을 기울인다. 그 위치는 무흘구곡 가운데 와룡암과 만월담 사이에 있었으나 만월담에 더욱 밀착되어 있었다. 1604년 건립 당시에는 초가 3간으로 된 서운암을 중심으로 하여 2간의 산천암, 비설교와 자이헌 등 다양한 부속시설들이 있었다. 정구가 세상을 뜬 후 무흘정사는 위치를 달리하여 36간의 무흘정사와 3동의 장서각으 로 규모가 확대되기도 하였고, 여러 곡절을 거치면서 현재 1922년에 세운 4간 의 정사와 庖舍 약간 동이 남아 있다. 특히 1784년(갑진, 정조8)에는 후손이 중 심이 되어 무흘정사를 새로 짓고 무흘구곡 전체에 대한 정비작업을 하였다. 이 를 기념하기 위하여 ｢무흘구곡도｣를 그리고 다양한 시를 짓기도 한다. 무흘정사는 정구가 활동할 당시는 물론이고 이후 많은 선비들이 이곳을 탐방 하면서 무흘 문화를 만들어갔다는 측면에서 중요하다. 정구 당대에는 사승관계 를 형성하는 제자들이 이곳을 주로 찾았고, 정구가 세상을 뜬 후에는 정구를 추 모하는 많은 선비들이 답사객이 되어 심방하였다. 무엇보다도 무흘에는 정구가 수집하고 저술한 이른바 鄭氏藏書가 장서각 서운암에 보관되어 있어 영남 선비 들의 독서와 강학에 중요한 역할을 담당하였다.

현대사회의 급격한 가치관 및 사회구조의 변화로 인해 가정이 와해되면서, 아동의 심리적 부적응 문제가 심화되고 있다. 따라서 본 연구에서는 저소득 결손가정 아동의 건전한 심신발달을 위하여 원예활동 및 글쓰기 병행 프로그램을 실시하였다. K-HTPF 그림에서는 활동 후 사회성, 안정감 및 역동성 등이 증진되었다. 또한 원예활동 및 글쓰기를 통하여 아동은 자연친화적 태도를 보여 주었다. 그중 자연물에 대한 관찰 및 관심증대, 자연과 식물에 대한 지식증가, 식물을 가꾸고 돌봄에 대한 의식증가 등이 뚜렷하였다. ADS검사결과 아동의 주의집중력이 향상되었으며, 원예활동에 대해 새로운 경험으로 인식, 만족감을 표출하였다.