The present study analyzed small group interaction in the videoconferencing-mediated English class at a university in South Korea. Adopting the ‘affordance’ construct (van Lier, 2004) as a conceptual framework for interpreting small group work, the goals of the research are to 1) identify the types of linguistic affordances emerging in videoconferencing-mediated small group work and 2) examine learners’ perceptions and responses to the linguistic affordances. Data were collected from two major sources: 40 video recording files of small group observation and post-class interviews with four students. The paper analyzed 13 extracts selected from the transcription of the video recordings. The overall results of the research suggest that a range of linguistic affordances emerged through interaction and participants responded to the affordances they perceived in various ways. Three types of linguistic affordances were observed in the data: technology-generated affordances, learner-generated affordances, and learner-to-learner-generated affordances. The study findings have important implications for providing new insights into the operationalization of the affordance construct as well as advancing the understanding of the affordance perspective of L2 learning.

The Tay people are the ethnic minorities with the largest population in Viet Nam, mainly distributed in the Northern Uplands and Midlands, mostly concentrated in the provinces of Cao Bang, Lang Son, Tuyen Quang and Ha Giang. Over the long history of development, along with the development and improvement of their language, the Tay people have gradually created a type of writing system using the graphic, phonetic, and meaning elements of Chinese characters in combination with indigenous phonetic and linguistic elements, to create the system that is called the Nom-Tay scripts or the Nom script of the Tay ethnic group. Traditional Tay literature is mainly recorded in this Nom - Tay script. The article reliesupon the texts that belong to the genre of narrative poetry (in this genre, a story is written as a long poem) written in Nom - Tay- the most significant part of the written classical folk literature of the Tay ethnic group. Materials from the texts, currently stored at the Institute of Sino - Nom Studies (Vietnam Academy of Social Sciences), will be used to conduct an analysis of the usage and the method of writing of the Chinese characters in these texts. Thereby, the article strives to confirm the important role and the ample appearance of the Chinese characters in VietnameseNom- Tay texts.

본 연구는 유연근무제가 직원들의 직무열의에 미치는 영향을 분석하여, 유연근무제의 효과성을 분석하는 데에 목적을 두고 있다. 개인-환경 간의 적합성 이론(person-environment fit theory) 을 가반으로 하여, 유연근무제는 직원이 일과 삶의 균형을 이룰 수 있고 개인 생활의 요구를 충족 시키는 지원제도로서 이는 직원이 자신이 소속되어 있는 업무환경에 잘 적응하고 부합하도록 도울 것으로 기대할 수 있다. 따라서 본 연구는 유연근무제가 직원들의 직무열의에 미치는 긍정적인 영향력을 분석하고자 한다. 또한 본 연구는 유연근무제와 직무열의 간의 관계를 약화 또는 강화시키는 조절변수들의 영향력을 분석하고자 하는데, 그룹내 집단주의 문화와 제도적 집단주의 문화의 조절효과를 분석하였다. 실증분석을 위해, 본 연구는 보스턴대학의 Sloan센터에서 설문조사를 통해 수집한 “Generations of Talent Study” 데이터베이스와 GLOBE 데이터베이스를 사용하여 분석하였다. 미국, 영국, 중국, 인도, 브라질, 일본, 네덜란드, 멕시코와 스페인, 총 9국가에 위치한 다국적 기업에서 근무하고 있는 직원 7,701명의 설문 자료를 분석에 포함하였다. 분석결과, 유연근무제가 직원의 직무열의에 긍정적인 영향을 미치는 것으로 나타났다. 또한 그룹내 집단주의 문화가 유연근무제가 직무열의에 미치는 긍정적인 영향력을 약화시키는 결과가 밝혀졌다.

This paper investigates whether a secondary teacher trainee improved pair/group work management skills in a short-term teacher training program focusing on the development of TEE-related skills. One female teacher trainee, students, and a teacher trainer participated in the study. The participant’s teaching performance, conference on her teaching performance, lesson plans, and the teacher trainer’s feedback on the teaching performances were collected. The data on teaching performance and conferencing were transcribed and analyzed in terms of a moving-in phase, a monitoring phase, and a moving-out phase. The participant showed improvement in changing seating arrangement, selecting students in modeling, increasing various kinds of comprehension check up questions, changing her voice during monitoring, and drawing students’ attention and signaling a new phase of lesson to the students in a moving-out of the activity. This study suggests how to improve management skills in pair/group work in TEE classes.

This case study examined 10 Korean English teachers who were involved in small group work (SGW) for the purpose of improving their own English language proficiency. Their beliefs about and practices of SGW were closely observed as they actually went through a SGW. A total of 10 teachers (three groups) teaching at elementary or middle schools participated in the SGWs for one year. In the SGWs they were supposed to meet once a week in groups, give a presentation in English on a selected topic, and discuss the topics presented. Throughout the research period, they were interviewed and surveyed periodically. The result of the study showed that teachers generally had positive beliefs about SGWs and were very willing to go on with it in the same way they used to or in a little modified way. Especially, the teachers revealed strong conviction that the most powerful aspect of SGW was that it kept them motivated to continue learning, which has rarely been the case when they tried to study individually.

This study was carried out to investigate apprehension and application of a group work in 38 horticultural therapists and pre-horticultural therapists. Inquiring performance score of group work for objects took 76 percents among upper grades about apprehension of group and an individual, least of things took over 30 percents in upper grades. Performance of those groups work for objects results are shown by high performance score. Scrutinizing score of the achievements of group work, depend on field experience, over one year working groups took the high score than in other group. In accordance with experience growing largely, the score of the group work grows with significance at .00 (<α=.05). 76 percents of objects has not enlightened professionally and then 74 percents of objects felt that they need a professional education of group work.