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This study longitudinally examined university-level students' stances, communication of negative emotions, and L2 swearing with regard to English-medium instruction (EMI). Sixteen graduate students enrolled in an English-medium course in a university in Korea participated in the study. The research instruments were classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results indicated that there were three occasions, during small group discussions, on each of which one student articulated her/his language ideologies against EMI and expressed her/his anger in Korean, and swore in English. These occasions occurred due to a student's opposition to EMI, a student's opposition to EMI preceded by her own support for it, and a student's opposition to EMI faced with another student's support for it, respectively. What affected the occasions included their teacher's idiosyncratic focus on general vocabulary in addition to subject-specific vocabulary (a factor common to these students), and challenges intrinsic to EMI, face, and the teacher's excessive academic push.

The current study looked at an English as a foreign language (EFL) teacher's emotional intelligence (EI) and emotional labor (EL). A Korean elementary fifth-grade classroom was observed eight times in a non-participant way. Further, the teacher and the students were interviewed in a semi-structured way, and the teacher was asked to write reflective journals about her classroom teaching. The results showed that a number of factors influenced the processes of her EI and EL. Principal among these factors was her teacher agency, which related to her focus on her pedagogical goal of enabling her students to learn EFL better. Based on the findings of the study, implications are suggested.

Language play (LP) in second language (L2) classrooms has attracted increasing attention in recent years, but descriptions and explanations of LP construction in English as a foreign language (EFL) settings remain insufficient. This paper reports the discursive processes of LP construction in an elementary school EFL classroom in Korea. I found that teacher/learner agency and the LP production influenced each other bi-directionally in complex ways. Additionally, the LP production was found to relate to teacher authority and inter-student power relations. Interestingly, the moment-to-moment shifts in attitudes on the teacher's and students' parts resulted in the (re)emergence of agency which decided the direction of the practice of LP production, i.e., motivating or demotivating interactants to produce LP. Concerning the students' contextually situated EFL learning outcomes, the ludic function of the LP contributed to an improvement in the outcomes.

The issue of classroom management in the English as a foreign language (EFL) setting has not been addressed adequately despite teachers' views of it as constituting one of their prioritized tasks. Among the aspects of classroom management, in particular, classroom discipline seems to warrant research focus because it contributes to "smooth and efficient teaching and learning in the lesson" (Ur, 1996, p. 270). The current study examined Korean elementary school EFL teachers' language use for disciplinary purposes. Classroom interactions between two non-native English speaking EFL teachers and their respective students were observed in nine classes between March and June 2010, and audio-recorded. In addition, the teachers and students were interviewed in a semi-structured way. The results show that the teacher whose EFL proficiency level was high relied significantly more on the target language (TL) than on the first language (L1), while the low proficiency level teacher depended significantly more on L1 than on TL. The differences were found to be caused in complex ways by a number of factors. Based on the findings of the study, implications are suggested. (Contains 3 tables and 2 figures.)

The continued interest in better EFL pedagogy for elementary school students has led to many interesting suggestions, one of which is TETE, Teaching English through English. Notwithstanding the importance of the method (policy), though, few studies have been conducted to describe and explain a non-native EFL teacher's practice of TETE in the elementary school classroom. The present study, a case study of a Korean elementary school EFL teacher undertaken to fill the empirical gap, found that the teacher used both L1 and TL for many pedagogical reasons among which her attention to her students' interest was principal. The study also revealed that her language use reflected the students' perspectives.

The ability of speakers to exaggerate speech sounds ("hyperarticulation") has led to the theory that the targets themselves must be hyperarticulated. Johnson, Flemming, and Wright (1993) found that perceptual "best exemplar" choices for vowels were more extreme than listeners' own productions. Our first experiment, using their procedure, only partially replicated their results. Low vowels showed a higher F1, consistent with hyperspace. Front vowels also showed more frontness in F2, but back vowels were less extreme ("hypoarticulated") on F2. Our second experiment used an identification and rating of each stimulus, yielding similar results of a smaller magnitude. Our results indicate that the perceptual space is calibrated to a particular (synthetic) vowel space, which is not related straightforwardly to the speakers' spaces. The original hyperspace hypothesis can be attributed to the methodology which led to extreme judgments and of the fronting of back vowels in California English. The present results indicate that no such hypothesis is needed. Vowel targets are measurable from an individual's productions, and the individual's perception of other speakers (even synthetic ones) is based on information about the vocal tract and dialect of the speaker. (Contains 4 figures.)