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Aspect is one of the verb's grammatical categories pertained to time. Aspect, which is distinct from Tense, denotes various approaches conveying the progress of contextual time. In terms of the history of studies on Tense, two theoretical approaches have been applied to explain the incoherence between Tense and Time. The first one is to express the past and the future in an ostensive way via establishing the context on the basis of the present. The other one is to adopt these three temporal variables. The approaches are applied to ascertain the feature and usage of present perfect tense of English language and prefinal ending '-었' of Korean language in this study. Not only the grammatical categories of two languages but also the similarity and difference between two languages are discussed according to the definition and classification of contextual time, reference time, and topic time. It would satisfy the curiosity about whether it is eligible to postulate that present perfect tense of English and prefinal ending '-었' of Korean share the same linguistic features. Conclusively, it would guide Korean English learners to clarify Tense via ratifying the definition of the three temporal forms from the perspective of Aspect.

The purpose of this study is to gain a rather thorough understanding of English tense through a contrastive analysis and research on English present perfect and Korean past tense affix '-었-.' The study discusses the meaning of time and tense and the different usages of the two separate tenses, present perfect tense and past tense and their exceptions. Furthermore, it explores context, which is a crucial determining factor in tense, and identifies which tense is selected in different implications of the utterance. The result of the study reveals that the verb in a sentence is chosen based on the corresponding context and it expresses the implications of the speaker's intent. Based on the theoretical considerations, this study attempts to provide help to learners faced with difficulty making choice between present perfect and past tense both in English and in Korean.

The Ministry of Education declared that criterion-referenced evaluation will be introduced into the English Domain of Collage Scholastic Ability Tests in 2017 (reporting pater, 2014.12.26.). There are several issues on the introduction of the criterion-referenced evaluation system into the English Domain of Collage Scholastic Ability Tests. These include the ‘bias’ effects, the ‘bubble’ effects, the ‘substitute’ effects, the ‘discontinuous’ effects, and the ‘difficulty’ of defining absolute level in the criterion-referenced evaluation system. Through these discussions on the issues, this study explores some alternatives to these issues for successes of the English Domain of Collage Scholastic Ability Tests under the newly introduced criterion-referenced evaluation system in 2018 school year. It follows form these discussions and explorations that the policymakers must bend all ears to these issues and ‘revisit’ our public English education.

This study was designed to examine the effect of phonics contents on Kindergartener's reading and writing anility. For the purpose of this study, the data has been collected from two groups which have participated in special class students take after-school classes after the regular school hour. The results from the students' responses to reading and writing tests show that phonics contents have more influence on the improvement of learners' reading and listening comprehension. Overall, this study implies that the phonics contents and collocational approach are more effective in improving kindergarteners' reading and listening and interest in English than alphabetical reading practice.

This study aims to enhance the English listening ability and the affective factors of underachieving high school students (n=245) in Korea. The experimental group (n=122) was designed to learn ‘Moviegnlish’ focused on content words related to the textbook for 10 minutes every class. To verify the effects, a paired sample t-test was conducted on the post-listening test after four months. As a result, the average score of the experimental group was 57.3, which was 8.7 points more than that (48.6) of the control group. ‘Movienglish’ enabled the experimental group to grasp main ideas and meanings in English listening. In addition, the analysis of variance shows that interest and confidence of underachieving students in English can be improved Therefore, ‘Movienglish’ is considered as an effective way of teaching and learning English to enhance the English listening ability of basic learners who lack in interest and confidence in EFL situations like Korea.

This study aims to integrate formal and non-formal grammar (func- tional grammar and cognitive grammar) in order to draw a better comprehen- sion of English complement clauses. They have been analyzed displaying dis- cordant arguments depending on the investigational disciplines. This study has been able to systemize them into a consistent and advantageous theory by se- curing syntactic objectivity with formal grammar, cognitive intuition with cog- nitive grammar and semantic differences with functional grammar. It is desira- ble to investigate syntactic phenomena from a complementary point of view.

This study aims to improve the English listening ability on the basis of Hunminglish Word Order (HWO) Instruction for 128 Korean high school students, who are mostly below the average level of English. It also seeks to verify the learning effects by the pre- and post-questionnaire surveys and nationwide English listening tests from March through December 2014. Hunminglish is a paradigm-shifting combination of Hunminjungeum, the original name of Hangeul, and English. The results from this study indicate that the HWO Instruction increased students' interest and motivation levels. This increase led the students to get about two times greater in scores after 10 months. Therefore it might be desirable that more English teachers use the HWO Instruction to improve their students' listening ability as well as interest and motivation.

Pak Su Young (2015) A study on the current status and direction of improvement of English education for dental hygiene students. The purpose of this study is to analyze the present situation of English education in dental hygiene school of Korea, and to propose a way to improve it. To do this, this study investigates the achievement satisfaction 16 registered dental hygienists at International Hospital of Korea. The detailed goals of each English class were not considered. However, this study provides actual and practical data for effective English education from a viewpoint of the students within the English classroom. Finally, further related studies in this field should be conducted. This study suggests that formal English education background obtained from universities lacked efficiencies in developing English communication skills of students at their present working environment. Keyword: English education, dental hygiene students, registered dental hygienists

A Study of the current status of English education for dental hygiene students and associated problems. The purpose of this study is to analyze the present situation of English education in dental hygiene school of Korea, and to propose a way to improvement it. The purpose of this paper is to investigate the achievement satisfaction in the English classroom, and to develop a structured questionnaire for further studies. The subjects included 240 students at dental hygiene school College and 16 dental hygienists at International Hospital of Korea. The data was gathered by means of open-ended questionnaires including questions. The detailed goals of each English class were not considered. However, this study provides real and practical data for effective English education from a viewpoint of the students within the English classroom. Finally, further related studies in this field should be conducted.

This study aims to improve listening skills of 128 Korean high school students, who mostly have a lower level grasp of English through English Pop Song Hunminglish Pronunciation (PSHP) practice and investigate the effectiveness by before and after surveys and national English listening tests. The data for analyzing results from March through December in 2014 have been collected from before and after questionnaires, national English listening tests. The results of this study are English pop songs increased their interest and motivation, which have been turned out to be about two times more scores after 10 months. Therefore it is desirable that more English teachers have to try use more English pop song materials to improve students' listening skills through interest and motivation.

This paper explores whether the Extensive Reading has a positive effect on students' reading motivation and proficiency. For this study 36 high school students in two separate classrooms from Gyeonggi-do, South Korea were surveyed. To control for extraneous variables in the samples, ANCOVA analysis was utilized. The result indicates that Extensive Reading activities led subjects to have higher intrinsic levels of reading motivation, and, at the same time, to have higher levels of reading proficiency.

This study aims to make a comparative analysis of questionnaires on 112 multi-cultural learners at middle and high school in neighborhood area with respect to their English learning status and problems, and to look into result of research subject. The questionnaire had total 40 questions arranged with respect to group-wise frequency and percentage, cross analysis, and the correlation between English grades and Korean language ability level. The analysis result is as follows: first, it was shown that English ability of most multi-cultural learners was similar to or poorer than their peers. Second, English grades of most learners did not reach average grades except for Filipino family learners who got high English grades. Also, learners with insufficient ability of Korean language showed low English grades. Third, average monthly earnings of multi-cultural family were less than 2 million won, which reveals that they suffered from economical problem mentioned in most of preceding research data.

The purpose of this study was to investigate how Korean English learners produce English front vowels differently in a reading passage and isolated sentences. Eleven Korean learners produced the front vowels [i, ɪ, ɛ, ae] embedded in the provided texts. The first and second formant values (F1 and F2) and vowel durations were analyzed using the Speech Analyzer program. The results showed that (1) Korean English learners have more difficulty producing English front vowels in a reading passage than isolated sentences; (2) In isolated sentences, the distance of the high front vowels [i] and [ɪ] produced by Korean learners is shorter than that of native English speakers; (3) From the reading passage, they could not distinguish front vowels [i] and [ɪ] and low front vowels [ɛ] and [ae] correctly. Based on these results, the pedagogical implications were discussed.

Different English levels of incoming students to the university call for the diversity of general English education. The current study draws attention to the students' heavy use of computers and smart phones and utilizes the device for diversifying English learning activities. It also notes students' interest in American television programs since they often watch dramas and movies using smart phones. English television programs and technology is combined to meet the challenges of the general English education in universities. The paper explores the blended learning model using television programs to enhance students' listening comprehension. It takes up an experimental approach using pre and post TOEIC listening comprehension test comparison between experimental and compared groups. The result indicates that both groups show significant growth in listening comprehension in post test compared to the pre test, and there's a significant difference between blended group and traditional off-line only group. This means that using English television programs is effective in the improvement of listening comprehension, and that subsequently blended learning model is more effective than the traditional off-line model.

The purpose of this study is to develop English teaching models by using ‘Pop Song Hunminglish (PSH)’, a wonderful linguistic combination of ‘Hunminjeongeum: a UNESCO world heritage’, which is considered as the best and easiest alphabet to learn in human history, and English, the most popular languguage, to enhance the slow learners' scholastic achievement of English. In order to confirm the the PSH effects on English learning, this study was designed to compare the two National English Ability Tests of Korea. According to the results, learning English with PSH was about two times more motivational and more effective through more self-directed learning with fun and ease, building self-confidence. In addition, they show the possibilities that PSH may help people across the world learn Korean as well as English.