The purpose of this study is to investigate what types of listening assessment items take an important role in identifying high school student's English listening ability, and to explore teacher's considerations about designing and modifying the types of items. 187 high school students participated in this research and took an English listening test made up of twenty multiple-choice items. Each student's score was unpacked by discriminant analysis, and it was investigated what types of items made a difference when the students were classified into three English listening levels; high, intermediate or low. Two types that had a key role on distinguishing high level listeners from the others were “to identify the other person's response” and “to infer what one asks the other.” In contrast, low level listeners responded appropriately to such types as “to find out main idea of a dialogue” and “to guess character's following response after a dialogue.” Based on the findings from this research, the English teacher can identify a high or low level listener easily and correctly based on the above four types of listening test items. In addition, the English teacher should ensure the validity and reliability of the items, and modify them properly considering a student's cognitive and affective development, listening strategies and learning motivation in order to construct the effective listening assessment system.

This paper examines some issues of the case description of Korean in a typological perspective. As a base of the discussion we explore the origin of the term 'case' in the European tradition and compare this with the terms of Korean grammar. The term 'case' originated from the Greek word 'ptosis' which means 'fall', a spatial concept. In Korean grammar several terms were proposed. But they are all functionally defined, rather than spatially. In the European tradition the case was restricted to nominal functions which are marked by the inflectional forms. But this definition cannot be applied to Korean in which the nouns are not inflected. We need a broader definition of 'case'. The European cases might be classified as 'inflectional case' thereby. In Korean cases are marked by the postpositions and there are so many postpositions with diverse functions that it is not easy to specify the exact number and kinds of cases. Depending on grammarians the number of cases in Korean varies from two to twenty four. This paper suggests that we do not need to restrict the number of cases in Korean. Finally we examine three individual cases of Korean grammar and the results suggest as follows. Beside the postposition '-i/-ga', the topic marker '-eun/-neun' should be counted as a nominative marker. The adverbial case is not an appropriate categorization of case. The cases which are included in this category should be counted as separate ones. The predicative case marker '-ida' corresponds to the copula in language typology, and it cannot be considered as a case marker.

This study examined how to teach STEAM subjects in the elementary English classroom. For elementary students of English, STEAM teaching is so difficult to learn in the classroom. So in this research, a different kind of STEAM teaching method was designed for them. STEAM teaching method was made to be applicable to the elementary English classroom. In the elementary classroom, every teacher teaches many subjects to his/her students. So teachers are able to teach English utilizing other subjects for forty minutes. The procedure of STEAM teaching method is as follows: At first, teachers need to choose appropriate topics when they teach their students in the classroom. When it comes to how to teach STEAM subjects, topic-based English teaching is of paramount importance. In this research, topic 'snow' was chosen for the third graders. Secondly, they need to connect it to other subjects. In this research, the snow-related subjects were connected to topic 'snow'. It is desirable that in the Korean educational context, STEAM teaching should be connected to other subjects focused on topic-based teaching. It can be concluded that teachers are able to teach their students using other subjects in the elementary English classroom. It is suggested that teachers develop and devise how to teach STEAM subjects in the Korean context. It is also recommended that elementary English teaching should be focused on other subjects and real situations.

The Spanish language has three forms of passive constructions. Being one way of using the passive voice in Spanish, the passive SE constructions are used with nouns conjugated in the third-person singular and third-person plural forms. In passive construction with SER, ESTAR, the object or person receiving the action of the verb is followed by a form of the SER/ ESTAR and a past participle. Moreover, when the agent is stated, the preposition POR follows it. Throughout this paper, we will argue that the passive constructions with SE correspond to the passive with SER and the passive with ESTAR. These passive constructions contain the aspectual features. However, the SE is different from the SER and the ESTAR in the following point: POR-agent does not appear in the constructions with SE but shows up in the passive with SER and the ESTAR. Hence, without a doubt, POR-agent plays a crucial role in distinguishing the SE from the SER and the ESTAR. We will suggest that the SE is derived from the Lexical Syntax in sense of Harley (1996). The passive SE is located at the EVENT head in Lexical Syntax. From this point of view, the passive SE can be distinguished from the impersonal SE.

Language is one of the essential means of communication that makes multilingualism has been closely related with sociolinguistics. The research of language use can provide information to teachers about learners' needs and behaviors to the learning and teaching process and to give some support for the use of different languages. From the perspective of language life, this study investigates the multilingual use of 645 college students of foreign language college in Yanbian Korean Autonomous Prefecture through the method of literature review, questionnaire and statistical analysis to understand the linguistic situation and find out the reasons behind this situation. The study shows that students have the highest score on language use of Chinese language and language usage is affected by grade, major, ethnicity and educational background of parents. This study may contribute to enriching the relevant theories about multilingual use in minority areas abroad, providing practical experience for multilingual use in minority areas and the construction of multilingual, multicultural and harmonious language living environment.