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When we wish to express our thoughts, emotions and rationales, we know a fact that language is at the center of human life. We use language for planning out lives, exchange ideas and communicate with one another. It affects peoples’ careers and possible futures, their lives, and very identities. And the English language is now spoken in many parts of the world and owes its widespread use to the fact that it is one of the most progressive of modern languages in a world where probably more people speak two languages than one. Thus, English language learning and teaching are vital to the everyday lives of millions.
It seems, however, for over a long period of time, more often very much focused on how English language should be effectively taught before considering how learners successfully acquire the English language that is ever so widespread. Yet, without understanding how knowledge of other languages is stored and learned, the fundamental question of effective language teaching would never be answered. We have been both blessed and challenged by abundance of teaching ideas, theories, methods, approaches, and techniques without appreciating the substantial growth of knowledge in language acquisition through effective learning. This book has been designed in an attempt to assist language practitioners with the process of English language acquisition moving away from teaching-oriented methods to learning-oriented methods.




WORDSOFTHANKS
Teaching English as a Foreign Language is the product of many years of English language teaching in my own classrooms of both undergraduate and graduate courses, Kongju National University in Korea. In a sense my students have intuitively taught me more than I thaught them, which makes me thank them all, everywhere, for their abundant resources in this book.
I am also grateful to my research assistants, Dr. Huh, Jin-Hee, Dr. Kim, Ji-Seon, and Dr. Kim, Jeong-Ok, for preparing my manuscripts. I offer an appreciative thanks to my research colleagues, The late Prof. Lee, Jong-Hee, and Dr. Narin, who participated in writing the manuscript with critical eyes. And thanks to my student, Jun-Mo Yang, for helping me revise an earlier draft of this book. Finally, I would like to express special thanks to an Emeritus Prof. Yong, Seong-Hae, who always gives me encouragement and motivation in my daily life.


Byung-Bin Im
Dept. of English Education
Kongju National University
February 2018

Chapter 1. Reading Speed Techniques to Be Applied to English Reading Classes 1
Chapter 2. Five Strategies of Producing Utterances in One Korean Child: An Observational Study of Early Child Language Acquisition 25
Chapter 3. Effect of Using English Storybooks for Improving Korean English Learners' Reading and Writing Skills and Their Learning Attitudinal Factors 55
Chapter 4. A Guide to Improving Team Teaching in Korean Middle Schools 105
Chapter 5. A Sustainable Path for Spoken English Proficiency: Emphasizing Phrasal Verbs and Collocational Clusters 143
Chapter 6. Re-examining the Potential for Schema to Aid Students towards Developing EFL Reading Skills 169
Chapter 7. Effects of Strategies-Based Instruction on Improving EFL Reading Comprehension for Middle School Students 207
Chapter 8. The Effects of Vocabulary Task-induced Involvement on Vocabulary Learning and Reading Comprehension 241

Ⅰ. INTRODUCTION
Reading in the foreign language is, in many cases, the ultimate objective of FL learning. Although oral fluency is nowadays in greater demand than it used to be only one or two decades ago, and although most modern methods of teaching foreign language start with oral speech (Larsen-Freeman, 1987, p. 6), we still discover that, for various reasons which will be given in the following, it is the reading skill that has to be emphasized and that stays with the learner even when the other skills have been weakened.
Reasons or justifications for emphasis on the development of the reading skill are provided by many scholars (Kharma, 1981; Karlin, 1968; Roe, Stoodt, & Burns, 1978). In many countries, foreign languages are learned by most of students who will seldom have the opportunity to converse with native speakers, but who will have access to the literature and periodicals or scientific journals written in the language they are learning. Many will need these publications to keep up with the developments in their special field; others will wish to enjoy reading in another language at their leisure time to keep in touch with the wider world (Rivers, 1981, p. 260). Especially in Korea, secondary school students must have good or excellent English reading proficiency in order to pass the entrance examination of advanced schools and college. Students also must have a considerable level of this proficiency to pass various tests for getting their jobs.
Although the importance of teaching reading comprehension ability cannot be emphasized too much, in Korea there does not seem to have been much empirical research done on how to teach the reading skill. There are some researches done on reading (Park, 1977; Lee, 1977; Im, 1982; Cho, 1984; Chong, 1987; Soh, 1987; Lee, 1988), and most of these studies have not been aimed at the actual applications in the classrooms. On the other hand, based on the questionnaires (Im, 1988), it was found out that in Korea a great many English teachers in secondary schools do not have taught the reading comprehension skill effectively or systematically. Most of these teaches did not adequately prepare lesson plans to improve the students' reading ability during their class hours. They seem to have been only performing habitual and arbitrary teaching of reading in their own way.
Many scholars (Fitzgerald & Fitzgerald, 1967; Harris, 1862; Hill & Eller, 1966; Goodman, 1973; Lamberg & Lamb, 1980; Marksheffel, 1966; Jenkinson, 1973; Perfetti, 1985) have made their own definitions of reading. Two fundamental reading skills are derived from the definitions of these scholars: one is how to read faster, and the other is how to read with good comprehension. Only when reading speed and comprehension are competent, the students can be regarded as efficient, independent readers. However, if we consider the past and current situation of teaching/learning reading comprehension ability, most of all EFL students in Korea have been very poor in the aspect of reading speed.1) The author's dissertation (Im, 1988) shows that Korean high school and college students, selected as subjects of the experimental study, are very slow readers when they read their English textbooks. The average reading speed of each group is like the following: (a) high school students: 24 word/min, (b) college students: 45 words/min.
Even if the reasons why they are very poor readers can be analyzed by a number of different factors, one of the most important factors is that these students have not been taught by a systematic effective teaching method or approach to improve their reading speed effectively.
Therefore, in order to improve students' reading comprehension ability, teachers should pay much attention to the matter of reading speed, which has been neglected until now, in their English classes. For this reason, a number of techniques to facilitate students' reading speed will be discussed in this paper.