The advent of CLT in the 1980s led to the CLT-SLA debate which continued unabated for the last forty years. This paper asks, Does the now dominant Communicative Language Teaching (CLT) promote Second Language Acquisition (SLA)? In addressing this question, the paper first reviews and explains the social academic history of CLT; different versions of CLT (strong, weak); how CLT operates; its relationship to SLA, such as perceptions of SLA that have contributed to the development of CLT pedagogy (communicative competence, input, output, interaction hypothesis); and techniques used in CLT. Next, it deliberates on the most controversial issues of the CLT-SLA debate, including language forms, corrective feedback, teachers' perceptions of and approaches to CLT, and classroom conditions, followed by a discussion of the ease/difficulty of implementing CLT. It concludes with a discussion of how teachers can best practice CLT in their classrooms.

Few dictionary studies have examined the effectiveness of freely available online dictionaries (FAOD) offered by search engine companies. This experimental study examines the effectiveness of one FAOD, Naver.com, as an aid to vocabulary acquisition for a group of 87 intermediate-level Korean university students aged 19 to 28 (mean 21.9). The VKS and two multiple choice tests administered after a written recall task, and again one month later, measured vocabulary acquisition. MANOVA using treatment type (Online, Gloss, or Control) as the independent variable and test results as the dependent variables compared vocabulary acquisition. A second line of inquiry examined effects of topical familiarity on vocabulary acquisition. Findings suggest that FAODs are equally effective as a written gloss, and that both significantly outperform using context clues. Evidence is presented that unfamiliar topics may lead to slightly better vocabulary gains over reading familiar topics. Ways these findings can assist learners and teachers are discussed.

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.

Son Hui-Youn 2014. The Meaning of Conversation as a Socio-cognitive Process of the Second Language Acquisition: Analyzing conversation type of microgenesis in the Sociocultural theory's point of view. The Sociolinguistic Journal of Korea 22(1). This study aims to identify conversational phenomenon that shows socio-cognitive process of the second language acquisition. To this end, this study investigated major concepts in the ‘sociocultural theory’s point of view and descriptive methodology based on the ‘conversational analysis'. The analysis data of this study was transcribed by observing the conversations generated in the situation where four Korean language learners from Mongol performing story-making and, interview. Based on this analysis data, this study caught conversational scenes that show the second language development as ‘microgenesis’ phenomena and tried to find the theories of acquisition and conversation organization involved in these conversational scenes. As results of analysis, firstly, this study could see clinical conversation types of microgenetic development generated to complete story-making; secondly, this study could observe cooperative conversational phenomena of microgenetic development accompanied by conversational phenomena such as repair or metaenonciation during the course of interview.

This research examines the L2 output of young Korean ESL learners with respect to early child English grammar. From the comparison of the frequency of clause elements between L1 and L2 clause elements with respect to semantic theta roles, both language data showed that the ""agent-action-object"" structure was most prevalent. The dominant clause structures of Korean ESL language data were the SVO and the SVA structure. The frequencies of the V, the VO, and the SV structure in EFL language data were higher than those of Korean ESL utterances. The syntactic development of the Korean ESL language data was formed around the SVO and the SOA structure, whereas the EFL language data did not reveal any specific order of the development. Much more English language input should be provided to the students in natural ways for their acquisition and we should take into consideration the language difficulty and the natural development of English clause structure at the same time when developing EFL textbooks.

For university-level students of English as a Foreign Language in Korea, those who reported reading more in their first language a1so read more in their second language, supporting the hypothesis that the reading habit transfers across languages. Consistent with previous research, those who read more in their second language displayed more second 1anguage competence. These results suggest that first language reading habits have an indirect effect on second language competence.