English Wonderland

Abstract

ESL (English as a Second Language) learners have many opportunities to use English outside of the classroom and they are exposed to the language by practicing in everyday activities. EFL (English as a Foreign Language) learners are limited in their exposure to the language, and they rarely use English outside of the classroom (Brown, H, Douglas, 2001). Overall, learning to speak English is difficult in an EFL environment. It is necessary to provide as many opportunities to communicate using the second language. Using the GTM (Grammar Translation Method) in the English education system in Korea results in students’ lack of communicates competence. The target languages are directly translated and discussed in the first language, and acquired productive skills are minimal compared to receptive skills (Richards and Rodgers, 2001). Korean English classes usually concentrate on accuracy at the expense of developing fluency. Although grammatical accuracy is very important, it is not enough to improve communicative proficiency. For example, many Koreans cannot speak English when they encounter foreigners. Unfortunately, decontextualized grammar does not help with communication.