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In this paper using the 'Cheophaesineo' which can be said to have been the first and full-dress Japanese text in our country, I would like to treat about the value of it as a material of studying languages, the result of study, and the subject of study. There are three versions of 'Cheophaesineo', and each of them records the conversation languages of each era. So it can be said to be a historical material in studying Japanese and Korean language history in the same age. It can also be said an important and incomparable material which will contribute to the study of contrastive linguistics of Japanese and Korean and the study of both languages in the same age. In the study of 'Cheophaesineo' if we study and read only Japanese or Korean version of it as the object of study, there will be a risk of losing the sight of its essence. And it will lead up to a very dangerous idea. So it will be very difficult to approach the essence without being familiar with both languages. We have to study 'Cheophaesineo' deliberating the context of the sentence and historical background.

The main goal of the present study is to look into the pragmatic understanding of Japanese conditional expressions which has mainly dealt within the area of semantics. The present study is to show that the pragmatic understanding plays the main function in the analysis of conditional expressions in Japanese discourse. The main goal of the present study is to look into the pragmatic understanding of Japanese conditional expressions which has mainly dealt within the area of semantics. The present study is to show that the pragmatic understanding plays the main function in the analysis of conditional expressions in Japanese discourse. For this, this study is not just analyze the logical semantics of conditional expression. Instead, it is better understood from the participants' interactional point of view. Consequently, it is expected for the present study to provide the better explanation into the actual conditions which control the use of conditional expressions.

The purpose of this paper is to present an integrated teaching model for English/science as an English immersion lesson in elementary school. This paper briefly reviews several models for content-based instruction, as well as looking into immersion education in countries where English is a first or second language. Immersion is defined as a method of foreign language instruction in which the regular school curriculum is taught through the medium of the target language. The foreign language thus becomes the vehicle for content instruction; it is not the subject of instruction.

With the recent growing need to focus on effective communication skills in the English classroom, it is recommended that an English class be co-taught by Korean- and English-native speaking teachers. It is shown that the presence of the native English teacher make some important contributions to English education in Korea, giving students language stimulation and motivation, as well as correcting speaking, proof reading, and editing. However, in spite of their important role in English education, their thoughts and opinions are not reflected in actual policy English education in the Korean education system. Accordingly, the main purpose of the present paper is two-fold: one is to examine the status quo of English education in Korean schools; the other is to make some suggestions for the future direction of English education in Korea. To achieve this goal, the present study conducts the questionnaire which asks native English teachers' opinions toward English education in Korea. It is expected that their opinions will provide valuable insights into the practical communication and information on language policies and practices in Korea.

The unique phonological features of English play an important role in understanding English utterances. Native English speakers naturally acquire this indigenous phonological features to their language through continuous exposure to spoken English from the first time of birth and use them for their listening comprehension strategy. However, the English learners hardly use the same strategies as the native English speakers, which makes it hard for them to comprehend spoken English. This paper researches and compares the native English speakers' and English learners' listening comprehension strategies.

This paper aims at examining both teaching method and course design in my Intermediate Japanese Conversation Classes in which the idea of Oral Proficiency Interview [=OPI] was introduced. It is generally agreed that the learning items may not be very clear in Japanese lesson, especially in Japanese Conversation lesson. In this paper, I attempted to design the course of Japanese Conversation Class by making use of the idea of OPI which stresses the achievement of the task: what can be done in a target language? By doing so, it was made possible to provide students with the unambiguous goal of the Intermediate Conversation Classes. In addition, this paper further suggests the future study on Japanese Intermediate Conversation Classes that make use of the idea of OPI.