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.

L2 learners’ target language use has been examined for various purposes, including assessment of the learners’ proficiency and examination of the process of language learning. That is, target language use in the real life tasks on the level as automatized as that of native speakers represents the goal of L2 learning. More importantly, however, target language use has been proposed as a process that provides the learning opportunities, particularly since 1980s by communicative approach to SLA. Until the learners can communicate effortlessly without being conscious of the form of the language, how learners’ attention and awareness are or should be directed to the language form and meaning has been an important issue among the recent SLA theories, summarized as the interface/non-interface debate. This paper discusses how different major SLA theories view learners’ attention and awareness of language form during language use and how it has been measured for both process and result research. Finally, a recent neurobiolobical SLA model is introduced in terms of its methodological and theoretical contribution to SLA research.

연구에서는, 전기방사법을 이용하여 산화철-산화그래핀(Fe3O4/GO, metallic graphene oxide; MGO)이 도입된 PVdF/MGO 복합나노섬유(PMG)를 제조하였으며, 이를 활용하여 비소제거에 대한 특성 평가를 진행하였다. MGO의 경우 In-situ-wet chemical 방법으로 제조하였으며, FT-IR, XRD분석을 진행하여, 형태와 구조를 확인하였다. 나노섬유 분리막의 기 계적 강도 개선을 위하여 열처리과정을 진행하였으며, 제조된 분리막의 우수한 기계적 강도 개선 효과를 확인할 수 있었다. 그러나, PMG 막의 경우, 도입된 MGO의 함량이 증가할수록 기계적 강도가 감소되는 경향성을 보여주었으며, 기공크기 분석 결과로부터, 0.3~0.45 μm의 기공크기를 가진 다공성 분리막이 제조되었음을 확인할 수 있었다. 수처리용 분리막으로의 활용 가능성 조사를 위해, 수투과도 분석을 실시하였다. 특히, PMG2.0 샘플의 경우 0.3 bar 조건에서, PVdF 나노섬유막(91 kg/m2h)에 비해 약 70% 향상된 결과값(153 kg/m2h)을 나타내었다. 또한, 비소 흡착실험 결과로부터, PMG 막의 경우, 비소3 가와 5가에 최대 81%, 68%의 높은 제거율을 보여주었으며, 흡착등온선 분석으로부터, 제조된 PMG 막의 경우 비소3가, 5가 모두 Freundlich 흡착거동을 따른다는 것을 확인하였다. 위 모든 결과로부터, PVdF/MGO 복합 나노섬유 분리막은 비소제거 및 수처리용 분리막으로 충분히 활용할 수 있을 것으로 판단된다.

La1-xBaxMnO3 (x = 0.30, 0.35 and 0.40) samples have been prepared by solid-state reaction method. The X-ray diffraction (XRD) study showed that all the samples crystallized in a rhombohedral structure with an R-3c space group. Variation of the magnetization as a function of the temperature and applied magnetic field was carried out. All the samples revealed ferromagnetic to paramagnetic (FM-PM) phase transition at the Curie temperature TC ~ 342 K. The magnetic entropy change was also studied through examination of the measured magnetic isotherms M(H, T) near TC. The magnetocaloric effect was calculated in terms of the isothermal magnetic entropy change. The maximum entropy change reaches a value of 1.192 J/ kgK under a magnetic field change of 2.5T for the La0.6Ba0.4MnO3 composition. The relative cooling power (RCP) is 79.31 J/ kg for the same applied magnetic field.

The characteristics of aqueous lithium recovery by ion exchange were studied using three commercial cation exchange resins: CMP28 (porous type strong acid exchange resin), SCR-B (gel type strong acid exchange resin) and WK60L (porous type weak acid exchange resin). CMP28 was the most effective material for aqueous lithium recovery; its performance was even enhanced by modifying the cation with K+. A comparison to Na+ and H+ form resins demonstrated that the performance enhancement is reciprocally related to the electronegativity of the cation form. Further kinetic and equilibrium isotherm studies with the K+ form CMP28 showed that aqueous lithium recovery by ion exchange was well fitted with the pseudo-second-order rate equation and the Langmuir isotherm. The maximum ion exchange capacity of aqueous lithium recovery was found to be 14.28 mg/g and the optimal pH was in the region of 4-10.

Metadiscourse has been recognized as an important aspect of effective persuasive discourse. In this study, we explore how metadiscourse features are deployed by 34 EFL undergraduate students to make their non-discipline persuasive texts effective. We find that students grasp at least some of the metadiscourse resources available to them, but are relatively limited in rhetorical sophistication. In fact, transitions, frame markers, code glosses and hedges were found to be critical elements contributing to student writing quality. The findings also show that both frequency and diversity of frame markers are positive predictors of overall writing quality. We also investigate the linguistic forms of metadiscourse used by the students to project stance in their writing. The students were found to have difficulty handling the range of stance construction they could take, and this was unfortunately couched in single-word modal verbs. Teachers should make the metadiscourse features of persuasive writing explicit to students to assist them in making stronger arguments.

The current study aims to examine whether topic familiarity can be associated with, and can also substantially contribute to, the testlet effect often found among items sharing a common passage in reading comprehension tests, particularly by using the Multidimensional Item Response Theory (MIRT) bifactor model as the main data analytic scheme. Data analyzed in this study were item scores collected from 830 Korean high school students who took a 8-passage, 32-item reading comprehension test (4 items per passage) and a 40-item self-reported topic familiarity questionnaire (5 items per passage). The results of analysis revealed that (a) the bifactor model best fit the test data; (b) the self-reported topic familiarity score was not correlated with the testlet factor scores at a statistically significant level; and (c) the overall topic familiarity score had a positive correlation with the general reading ability score, however. Implications of these major findings are discussed in terms of the usefulness of the bifactor model and the nature of testlet effects in reading tests, along with avenues for further investigation.

The present study examined the comparative role of vocabulary and grammar in different test measures of L2 reading comprehension. A total of 83 students were asked to take three reading tests with a different technique each (multiple-choice, cloze, and recall), a vocabulary test, and a grammar test, and to respond to a questionnaire. The findings were as follows: 1) learners’ reading performance differed across the three reading test measures, and the two language variables exerted different influences in L2 reading as measured by the cloze test technique; and 2) concerning the comparative contribution of the two language variables to L2 reading comprehension according to learners’ L2 proficiency, the contribution was significant exclusively in the recall test, and it varied depending upon their L2 proficiency. This research demonstrates the importance of taking into account the type of test techniques in studies of the relative role of vocabulary and grammar knowledge in L2 reading.

In conversation analysis (CA), wh‐questions are treated as invoking a claim that questioners have no knowledge about the information being solicited. This paper examines a particular form of wh‐questions that indexes an epistemic claim incongruent with such a claim of no knowledge. In particular, it examines wh‐questions that are marked with a committal suffix in Korean conversation, in which the committal suffix indicates that the speaker should have the information at hand. Using the method of CA, this paper shows that these wh‐questions indexing incongruent knowledge claims are used in contexts in which questioners know or should know about the information being solicited. First, they are commonly used to seek a particular piece of information questioners already know about, or should already know about, by reference to prior talk or shared knowledge with recipients. Second, wh‐questions marked with committal endings can be used as word searches. In these cases, they do not seek the other partyʹs active participation in finding solutions to the missing word(s) and thus are self‐directed. The analysis will suggest that wh‐questions with committal endings can serve to avoid a potential trouble or accountability in interaction.

Along with the increasing interest in integrated writing in L2 instruction, many studies have investigated language skills and cognitive processes involved in the task. However, relatively less is known regarding the roles of strategic and affective variables in predicting writing performance. The current study, therefore, investigates (a) how strategy, attitudinal, affective, and ability variables are related, and (b) how these variables predict performance in integrated writing. Predictor variables include proficiency, reading comprehension, vocabulary size, L2 strategy use, and attitudes toward reading and writing, and anxiety. Forty-three participants completed an L2 reading-writing integrated task, in which they read reading texts and wrote an essay summarizing the source text and arguing their opinions on the issue. Results showed that proficiency was positively related to reading-to-write strategies, and vocabulary size negatively to reading anxiety; however, ability-related variables generally had no or weak relationships with affective variables. Furthermore, only reading comprehension and reading anxiety were found to be significant predictors of performance in integrated writing.

To produce 4N grade high-purity silica powder from natural ore, the mineralogical characteristics of natural silica ore were investigated and their effects on the purification process were revealed. The Chinese silica mineral ore used was composed of iron and aluminum as main impurities and calcium, magnesium, potassium, sodium, and titanium as trace impurities; these trace impurities generally exist as either single oxides or complex oxides. It was confirmed that liberation and acidic washing of the impurities were highly dependent on the particle size of the ground silica ore and on its mineralogical characteristics such as the distribution and phases of existing impurities. It is suggested that appropriate size reduction of silica ore should be realized for optimized purification according to the origin of the natural silica ore. A single step purification process, the mechano-chemical washing (MCW) process, was proposed and verified in comparison with the conventional multi step washing process.