This paper on language learner strategies utilizes a little used quantitative, datamining technique called cluster analysis to investigate characteristics of groups of South Korean learners of English. After 71 students in three first-year university liberal arts English conversation courses completed the Strategy Inventory for Language Learning (SILL), and the number of learning strategies was reduced from 50 to 26 based on standard deviation (SD) results, the non-hierarchical (K-means) 3-cluster procedure was applied to the self-reported data. Following statistical analysis, each of the three cluster groups could be profiled according to achievement scores. At this point, six items emerged as particularly meaningful with regard to the latter, including direct strategies (a memory one and a cognitive one) and indirect strategies (two affective and two metacognitive). These strategies and their significance with reference to the local context as well as results previously reported in the literature are discussed. Finally, limitations of the study and implications for future research using cluster analysis are reported.

This study investigated whether task complexity may affect L2 speaking performance as predicted by the Cognition Hypothesis (Robinson, 2011), and whether the effect of task complexity may interact with individual differences in working memory capacity. A total of twenty Korean advanced-level EFL learners performed two separate picture description tasks, which were different in task complexity along [+/- here and now] dimension. Their working memory was measured by an L1 version of a reading span task. The results showed that there was no significant difference between Here-and-Now task (i.e., a simple task) and There-and-Then task (i.e., a complex task) in terms of complexity, accuracy, and fluency of English speaking performance, rejecting the prediction of the Cognition Hypothesis. Yet, it found that working memory correlated with accuracy in L2 performance on the complex task, but not on the simple task. This indicates that the effect of individual learners’ working memory capacity is observable only when a task demands a high control of attentional resources. Conversely, when a task is simple, individual differences in working memory capacity do not result in significant differences in L2 speaking performance.

Cobalt-incorporated zeolitic imidazolate framework ZIF-8 was synthesized by a simple one-pot synthesis method at room temperature. Powder X-ray diffraction patterns and energy dispersive X-ray spectrum confirmed the formation of the bimetallic Co/Zn-ZIF structure. UV-Vis diffuse reflectance spectra revealed that the bimetallic ZIF had a lower HOMO-LUMO gap compared with ZIF-8 due to the charge transfer process from organic ligands to cobalt centers. A hydrolytic stability test showed that Co/Zn-ZIF is very robust in aqueous solution - the most important criterion for any material to be applied in photodegradation. The photocatalytic efficiency of the synthesized samples was investigated over the Indigo Carmine (IC) dye degradation under solar simulated irradiation. Cobalt incorporated ZIF-8 exhibited high efficiency over a wide range of pH and initial concentration. The degradation followed through three distinct stages: a slow initial stage, followed by an accelerated stage and completed with a decelerated stage. Moreover, the photocatalytic performance of the synthesized samples was highly improved in alkaline environment rather than in acidic or neutral environments, which may have been because in high pH medium, the increased concentration of hydroxyl ion facilitated the formation of hydroxyl radicals, a reactive species responsible for the breaking of the Indigo Carmine structure. Thus, Co/Zn-ZIF is a promising and green material for solving the environmental pollution caused by textile industries.

ZnMgBeGaO/Ag/ZnMgBeGaO multilayer structures were sputter grown and characterized in detail. Results indicated that the electrical properties of the ZnMgBeGaO films were significantly improved by inserting an Ag layer with proper thickness (~ 10 nm). Structures with thicker Ag films showed much lower optical transmission, although the electrical conductivity was further improved. It was also observed that the electrical properties of the multilayer structure were sizably improved by annealing in vacuum (~35% at 300 oC). The optimum ZnMgBeGaO(20nm)/Ag(10nm)/ZnMgBeGaO(20nm) structure exhibited an electrical resistivity of ~2.6 × 10−5 Ωcm (after annealing), energy bandgap of ~3.75 eV, and optical transmittance of 65%~ 95 % over the visible wavelength range, representing a significant improvement in characteristics versus previously reported transparent conductive materials.

In the production of zirconium cladding tube, a pickling acid solution is used to remove surface contaminants, which generates tons of pickling acid waste. The waste pickling solution is a valuable resource of Hf-free Zr. Many studies have investigated separating the Hf-free Zr source from the waste pickling acid. The results showed that Ba2ZrF8 precipitates prepared from the waste pickling acid were useful as an electrolyte for the electrorefining of Zr in molten salt. In the present work, electrorefining was performed in a Ba2ZrF8-LiF binary electrolyte to recover Zr from a Hf-free CuZr ingot anode prepared by electroreduction. Before electrorefining, two pretreatments are performed. First, electrolyte melting was carried out to determine the eutectic temperature, and second, the electrolyte was treated to eliminate impurities, mainly hydride. After electrorefining, the cathode deposits were analyzed by O2 gas analyzer and SEM-EDX to explore the possibility of recovering nuclear-grade Zr metal. Moreover, the anode was analyzed by SEM-EDX to determine the Zr dissolution depth.

ZnO micro/nanocrystals with different morphologies were synthesized by thermal evaporation of various zinc source materials in an air atmosphere. Zinc acetate, zinc carbonate and zinc iodide were used as the source materials. No catalysts or substrates were used in the synthesis of the ZnO crystals. The scanning electron microscope(SEM) image showed that the morphology of ZnO crystals was strongly dependent on the source materials, which suggests that source material is one of the key factors in controlling the morphology of the obtained ZnO crystals. Tetrapods, nanogranular shaped crystals, spherical particles and crayon-shaped crystals were obtained using different source materials. The X-ray diffraction(XRD) pattern revealed that the all the ZnO crystals had hexagonal wurtzite crystalline structures. An ultraviolet emission was observed in the cathodoluminescence spectrum of the ZnO crystals prepared via thermal evaporation of Zn powder. However, a strong green emission centered at around 500 nm was observed in the cathodoluminescence spectra of the ZnO crystals prepared using zinc salts as the source materials.

The present study examines the interactional organization of EFL collaborative teaching interaction by focusing on the teachers’ co-initiation turns. Drawing on conversation analysis, the aim is to produce a fine-grained description of the interactional structure that sets coteaching apart from those of single-teacher classroom interactions. More importantly, the article also seeks to promote a deeper understanding on effective practices that teachers draw on to collaboratively manage their local classroom contingencies, coordinate student participation, and ultimately, to move towards accomplishing the curricular focus of the lesson. The analysis highlights that through the conjoined initiation turns, the teachers were able to elicit the instantaneous participation from the students to present in front of the classroom. In addition, by adjusting and reformulating the scope of each other’s initiation turns, they are also able to efficiently guide the students toward providing the correct response. Such collaboration, as it occurs in situ in the classroom, realizes a particular type of interactional competence that requires close and sensitive monitoring of both the students’ and the other co-teacher’s actions.

The study investigates the relative effects of two types of indirect written corrective feedback (CF) on the acquisition of English articles. Thirty-five high intermediate Korean EFL college students who were enrolled in three composition classes participated in this study. After the instruction on the English article usage, three classes (Class A, Class B, and Class C) received different types of feedback on their blog writings over the course of a semester. Both Class A and Class B received indirect feedback in the form of underlining errors. In the following class, Class A received correct forms with metalinguistic information for the errors revised incorrectly, but Class B did not have such opportunities. The Class C received no feedback. The results showed that only Class A, which received indirect feedback plus correct forms with metalinguistic information, made a statistically significant gain from the 3 sessions of feedback treatment. Pedagogical implications were provided on the basis of the findings.

In this work, the effects of hydrogen reduction on the microstructure and thermoelectric properties of (GeTe)0.85(AgSbTe2)0.15 (TAGS-85) were studied by a combination of gas atomization and spark plasma sintering. The crystal structure and microstructure of TAGS-85 were characterized by X-ray diffraction(XRD) and scanning electron microscopy (SEM). The oxygen content of both powders and bulk samples were found to decrease with increasing reduction temperature. The grain size gradually increased with increasing reduction temperature due to adhesion of fine grains in a temperature range of 350 to 450 °C. The electrical resistivity was found to increase with reduction temperature due to a decrease in carrier concentration. The Seebeck coefficient decreased with increasing reduction temperature and was in good agreement with the carrier concentration and carrier mobility. The maximum power factor, 3.3 × 10−3 W/mK2, was measured for the non-reduction bulk TAGS-85 at 450 °C.

유사 이래 인간은 생존을 위해 주변 사물에 대한 읽기에 몰두하여 왔으며, 그 권리가 왕, 마술사, 시인, 비평가, 학자에서 민중으로 넘어왔다. 이제 사물에 대 한 읽기의 주체는 정치체제의 변천에 불구하고 어디까지나 독자임에 틀림없다. 그러므 로 본고에서는 학자, 비평가의 일방적인 읽기를 탈피하여 4차 산업시대를 맞이하여 다양한 매체를 통한 예이츠 시작품 읽기를 시도한다. 전자매체이든 문자매체이든 양자 모두 매체임에는 불변이고, 마찬가지로 아무리 세상이 바뀌더라도 사물에 대한 읽기는 세상의 종말이 올 때까지 끊임없이 지속될 것이다.

This study investigated the effects of dual coding elucidation on raising learners’ awareness of L2 lexical errors and correct usage. Participants included 135 Korean EFL middle school students assigned to either a single-coding or dual-coding group. The single-coding group studied the incorrect and correct usage of target lexical items under a verbal-code-only condition. The dual-coding group studied the incorrect and correct usage under a verbal-plus-visual-code condition. Participants completed posttests at two intervals: immediately after studying the materials and four weeks later. Analyses revealed that dual coding elucidation had significant positive effects on facilitating learners’ awareness of lexical errors and correct usage; these effects remained over time. The results also indicated no significant correlations between learning style and the effectiveness of visuals. Qualitative data demonstrated that students perceived visuals as being helpful in improving accurate lexical use and their engagement in learning vocabulary. The article concludes by discussing the facilitative role of visual encoding in L2 lexical knowledge development, thus expanding on the dual coding theory.

The purpose of this study is to investigate the influence of a two-week English-language orientation program at a Korean university on first-year students’ perceptions of English. This quantitative study contributes to the local literature by documenting the changes on a preand post-course survey that measured participants’ willingness to communicate, foreign language anxiety, attitudes towards English, and perceptions of English as a global language. Key results of independent-samples t-tests indicated that student perceptions showed statistically significant changes on five of the six scales, and that the biggest influences of the program were on willingness to communicate and lessening student anxiety. The study also investigated the link between program satisfaction and experience of studying English abroad, finding that there was no relation between them. However, a one-way ANOVA and correlation analysis indicated that there was a relationship between program satisfaction and students’ self-rated proficiency, finding that the lower-proficiency students were slightly less satisfied than those rating themselves as “average” or “good” English speakers. The study concludes with recommendations for future studies and for planning English-language orientation programs in Korean universities.

본 연구는 예이츠와 엘리엇의 시에 나타난 중심 사상의 차이점을 살펴 본 것이다. 이 두 시인은 이 세계의 현 상태에 대한 불만을 분명히 가지고 있으며 여 기에서 탈출하고자하는 욕구가 그대로 나타난다는 것이 공통점이라 할 수 있다. 그러 나 흥미로운 점은 예이츠는 주로 마음/심령의 정화를 통한 이상세계를 갈구한 반면에 엘리엇은 마음의 정화를 통한 하나님과의 교감을 원한다는 점에 차이가 있다는 것이 다. 결국 현세계 존재 그대로에서 벗어나 더 높은 이상을 추구한다는 것은 두 시인 모두에게 유사하다고 볼 수 있다.

이 논문은 예이츠의 시극이론에 중요한 영향력을 행사한 인물 중 하나 인 독일의 작곡가 리하르트 바그너에 초점을 맞춘다. 기존의 예이츠 연구에서 바그너 는 서양지성사의 일반론적 맥락에서 언급된 것 외에 본격적으로 주목받지 못했다. 이 논문은 예이츠의 시극 이론과 아일랜드 문예부흥론을 바그너의 악극 이론과 예술론을 통해 새롭게 조명한다. 예이츠 미학의 초기에 발견되는 예술론과 시극이론에 주된 영 향을 미친 인물로 니체보다 바그너에 더 주목함으로써 예이츠 연구에 새로운 지평선 을 여는 데 그 목적을 둔다.

To establish low-temperature process conditions, process-property correlation has been investigated for Ga-doped ZnO (GZO) thin films deposited by pulsed DC magnetron sputtering. Thickness of GZO films and deposition temperature were varied from 50 to 500 nm and from room temperature to 250 oC, respectively. Electrical properties of the GZO films initially improved with increase of temperature to 150 oC, but deteriorated subsequently with further increase of the temperature. At lower temperatures, the electrical properties improved with increasing thickness; however, at higher temperatures, increasing thickness resulted in deteriorated electrical properties. Such changes in electrical properties were correlated to the microstructural evolution, which is dependent on the deposition temperature and the film thickness. While the GZO films had c-axis preferred orientation due to preferred nucleation, structural disordering with increasing deposition temperature and film thickness promoted grain growth with a-axis orientation. Consequently, it was possible to obtain a good electrical property at relatively low deposition temperature with small thickness.

인간과 기계의 융합을 의미하는 포스트휴머니즘 시대에 이르러 인간은 점점 기계와 일체화 되어 가고 있다. 그리하여 인간과 기계의 흥미진진한 세기의 대결 도 세계 곳곳에서 벌어지고 있다. 이 와중에 최근에 벌어진 한국의 한 바둑 명인과 영 국 인공지능 알파고의 게임은 인간과 기계의 공존을 확인하는 계기가 되었다. 그렇다 면 알파고와 예이츠가 무슨 상관이냐? 그것은 알파고가 인간의 지식을 축적한 인간의 아바타이기 때문이고, 인간의 기억과 기계의 기억은 코드화되어 있다는 점에서 다를 게 없고, 인간과 기계는 모두 저장된 기억을 활용하여 행동한다는 점에서 유사하다. 그 러니까 칼 융의 ‘집단무의식’에 상존하는 원형이나, 라캉이 말하는 ‘타자의 언술’이 인 간을 작동시키므로 기계를 작동시키는 인공지능인 알파고에 해당되는 셈이다.

The current project investigated the effects of concept-based instruction (CBI) in phrasal verbs learning. CBI was carefully designed on the basis of two important principles of cognitive linguistics (CL): image-schemas and conceptual metaphors. The analysis focused on conceptual development in the participants who were graduate students registered in an ESL speaking course. Specifically, the influence of the image schema and conceptual metaphor was examined with various data sets. This study focuses on one of the datasets, verbalization tasks. They were provided as a homework assignment to familiarize participants with the new way of understanding particles and phrasal verbs and to internalize the relevant image schemas and conceptual metaphors by externalizing their understanding. The analysis showed that the metaphorical and imagistic associations that students made had a strong impact on their subsequent accounts of the meanings of the phrasal verbs. The metaphorical and imagistic performance of some students demonstrated that CBI can fundamentally impact on learner understanding of the semantics of particles and phrasal verbs.