This study explores the attitudes of English teachers, both Korean and non-Korean, towards 'Korean English' (KoE) in South Korea. Data about these attitudes were collected via 204 questionnaires and 25 post-survey individual interviews, from two major regions, Busan Gyeongnam and Seoul Gyeonggi, and were analysed both qualitatively and quantitatively. The results indicate that the majority of participants displayed a positive attitude towards KoE, especially regarding to the 'cognitive' component of attitude, while they showed 'confused' and 'conflicting' attitudes in the behavioural element. The unique features of KoE, its intelligibility, demographic and widespread use of KoE were perceived by participants as the most influential factors shaping their cognitive attitudes towards the language. Language variation and an acceptance of a pluralistic model of English language norms played a critical role in developing positive attitudes towards KoE in both the cognitive and behavioural components of participants' attitudes.

This article, based on research findings, examines the effect of implementing a genre approach to develop writing competency of Year 5 and 6 L2 primary school students. Using action research, the genre approach was implemented over a 10-week term with two lessons per week in a culturally and linguistically diverse ESL class in a South Australian public metropolitan primary school. Two specific genres, Report and Essay writing, were taught using a three-staged teaching and learning cycle (TLC), based on Vygotsky's notion of scaffolding. Assessment was conducted by comparing students' writing samples, before and after the teaching intervention. The results indicated that the teacher's active scaffolding processes at the early stage of the cycle benefited students by making them aware of the different ways texts are organised for different communicative purposes. In addition, students' confidence level increased and the approach encouraged a positive attitude towards writing.

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This study aims to analyse how English has been incorporated into contemporary Korean vocabulary, analysing vocabulary items from the 2014 New Words list published by the National Institute of Korean Language. It also surveys previous research on the Englishization of Korean vocabulary in order to devise a descriptive model of lexical borrowing from English in the contemporary Korean language. The examination of a wide range of data demonstrates that lexical borrowing into Korean is highly complex, involving at least four combinations of source languages: (i) English (only), (ii) traditional Korean and English, (iii) Sino‐Korean and English, and (iv) English, traditional Korean and Sino‐Korean. The findings suggest that ‘borrowed’ words undergo hybridized word formation processes in creative and innovative ways, which this paper attempts to describe using the model of lexical borrowing presented in this article.

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