This study examined whether learning context and language aptitude affected the use of pronunciation learning strategies and pronunciation proficiency. One hundred thirty-eight Chinese learners (88 KFL Ss & 50 KSL Ss) learners were investigated for the correlation between learning context(KSL, KFL), language aptitude (high/low), pronunciation learning strategy and pronunciation proficiency. Participants' sound discrimination ability was measured by PLAB and then they were divided into high group (upper 30%) and low group (lower 30%) by scores. SPLS and personal information survey were also conducted. The results showed that (i) a significant difference was found in pronunciation proficiency pursuant to learning context and language aptitude, (ii) use of pronunciation learning strategy differed significantly pursuant to learning context and language aptitude, and (ⅲ) use of pronunciation learning strategy could predict pronunciation proficiency. The findings suggest that effective pronunciation learning strategy should be investigated and taught in L2 Korean classroom.

This study investigated the effects of pairing based on English proficiency and gender on high school students’ speaking task performance. A total of 16 high school students - 4 female advanced, 4 female intermediate, 4 male advanced, and 4 male intermediate learners - performed two information gap tasks spotting differences between two pictures, once with a same-level learner and once with a different-level learner. Their performance was analyzed in terms of degree of task completion, amount of utterances and fluency. The results showed (a) advanced level learners performed the task more accurately, more fluently, and in higher length when they were paired with advanced level learners than paired with lower level learners, although the differences were not significant; (b) For intermediate level learners, male students demonstrated a better performance when paired with higher level learners, but female students performed better when paired with the same level learners. The findings are discussed with regard to more feasible and more effective ways of grouping for pair work in high school English classes.

A continuing challenge for English educators and policy makers in Korea is how to provide the right amount of good English education in an effective and efficient way, to help achieve the needed level of English communication skills. No efforts would turn out successful if the amount and the quality of public English education did not meet people's expectations. In order to plan and implement successful English education policies, it is necessary to figure out what kind of English education and how much of it are needed for Korean people. The current study aims to investigate what levels of English speaking proficiency Korean people perceive they need. The study first reviews some widely-used international English oral proficiency standards, then, compares those with the level descriptions of the Korea’s national curriculum of English. To gather information on the current level of English speaking proficiency, and the expected level of English speaking proficiency, 356 teachers (123 elementary school, 114 middle school, 119 high school), 696 students (179 elementary school, 222 middle school, 295 high school), and 650 parents (164 elementary, 212 middle school, 274 high school) from all the 16 district education authorities, were surveyed and interviewed. The results are presented with the discussion of the future directions of English education in Korea.