아크릴 폐수를 응집-여과-중화의 전처리 공정에 적용하여 막오염 인자를 최소화 한 후 UF/RO 공정에 적용하였다. 막의 형태 및 종류에 따라 한외여과 및 역삼투 모듈을 조합을 이루어 전처리 수를 온도 및 압력변화에 따라 적용하여 분리 특성을 고찰하였다. 투과 플럭스는 모듈 set 1의 UF모듈보다 모듈 set 4의 UF모듈의 투과량이 약 2~3배 더 많이 배출됨을 확인하였다. 최종적인 투과량은 관형모듈과 조합을 이룬 모듈 set 2와 모듈 set 3이 좋은 결과를 나타내었다. 모든 UF 모듈에서 TDS, T-N 및 COD의 제거 효율은 온도 및 압력변화에 영향을 받지 않고 제거 효율 또한 낮음을 알 수 있었다. RO모듈에서 TDS, T-N 및 COD가 우수한 제거 효율을 보였다. 아크릴 폐수의 최종적인 수질결과는 공장폐수의 배출 허용기준을 만족하였고, 막모듈 조합은 폐수의 재활용 가능성을 확인할 수 있었다.

In the language class combined with "creative drama", one of the approaches in educational theatre, the stories told by a teacher are organically developed into an original drama with several drama techniques. Even though there are some research studies on using creative drama in the ESL context, there are few in the EFL situation. Therefore, this study presents the result of a study investigating how creative drama affects young language learners" English learning in a Korean primary school. An English drama class, at after-school program in Seoul, combined with creative drama had been observed once a week for a semester. Seven first graders in the class were presented with 6 different stories, which contain certain phonemes each and dramatized the stories in a creative way. They were assessed through pre-and post- tests and surveys in terms of their linguistic improvements and affective changes and analyzed quantitatively. In addition, participants were individually analyzed according to their characteristics in linguistic and affective aspects by using field notes from classroom observation and interviews. The results show that participants made progress in linguistic aspects including phonics and vocabulary skills and that their affective factors including language anxiety level had shown a positive development throughout the semester. Moreover, each participant showed particular characteristics respectively in terms of linguistic and affective perspectives.

Over the last three decades, various disciplines of discourse analysis have shared a common interest in language use, especially in how people use real language. It is therefore of immediate interest to language teachers when selecting and devising teaching materials or when engaging learners in activities aimed at leading them to be more proficient users of their target language. This paper begins with outlining essential written discourse elements, such as grammatical and lexical cohesive devices, clause relations and larger text patterns which play important roles in syntactic and semantic cohesion and coherence in written texts. Then, the procedure of a written discourse analysis on a news text is described. The paper ends with a discussion on the insights from the written discourse analysis, which might be applicable, in specifiable ways, to language teaching, focusing on how to apply written discourse elements to teaching written English in real classrooms.

The present study conducted a comparative analysis of use of evaluative adjectives in the essays of Korean EFL learners and native speakers of English. It discussed the characteristics of different types of evaluative adjectives, e.g., frequency, semantic categories, and collocational value of evaluative adjectives. The result of the frequency analysis demonstrates Korean EFL learners’ significant overuse of the limited types of the target items. The analysis of evaluative adjectives by semantic categories shows the similar tendency. For example, the repeated use of a small number of assessment adjectives resulted in the high frequency of adjectives in the assessment category. The present study also demonstrates the collocational associations between the selected evaluative adjectives and intensifiers in the corpus. The descriptive results of the analysis of collocational information indicate that learners employed a less formal/spoken style in the written corpus. As Blagoeva (2004) noted, the differences between the Korean EFL learners and native speakers of English in the characteristics of evaluative expressions might not directly obstruct communication but it is an indication that there is still much to be done in the development of second/foreign language skills.

분리층 두께가 5 μm이며 Si/Al 몰비가 1.5인 Na형 faujasite 제올라이트 분리막을 이차성장 공정에 의하여 제조하였고, 투과부에 13X 제올라이트 흡착제 충진 전후의 진공모드에서의 CO2/N2 분리거동을 CO2/N2 몰비가 1인 혼합기체에 대하여 30℃에서 평가하였다. 충진된 13X 제올라이트 흡착제는 CO2 투과도와 CO2/N2 선택도를 동시에 증진시켰다. 이 현상은 13X 제올라이트 흡착제 충진이 다공성 α-알루미나 지지체의 기공채널을 통한 CO2 탈출을 증진시킴으로써 faujasite 제올라이트/α-알루미나 상계면에서의 CO2 탈착을 증진시켰기 때문으로 설명되었다. 본 논문으로부터 흡착제와 분리막의 혼성화는 일반적으로 보여지는 선택도와 투과도의 역비례 관계를 획기적으로 개선할 방법임이 확인되었다.

This study reports on a classroom observation of the language produced by intermediate EFL learners in a Korean university, especially in terms of negotiation of meaning. Negotiation of meaning during task interactions makes certain that task participants receive comprehensible input and produce comprehensible output, which have been argued as essential elements for foreign language learning. Task type is also considered important, with those tasks requiring an exchange of information most likely to facilitate the negotiation of meaning. The purposes of this study was to compare successful meaning negotiation in four types of task(information gap, jigsaw, problem solving, and sharing personal experiences tasks) in terms of qualitative meaning negotiation. For this study, I recorded eight different tasks involving twenty-four students, a total of around five hours of learner interaction. This study showed that qualitative meaning negotiation is more important than the mere evidence of meaning negotiation indices for foreign language development. In terms of task type, open tasks such as problem solving and sharing personal experiences tasks may facilitate a higher qualitative negotiation than information gap tasks and jigsaw tasks, especially in intermediate or advanced English classes.

For second or foreign language learners, lexical acquisition can be a learning burden which takes a learner"s enormous effort and time. In recent years there has been a growing interest in L2 vocabulary learning strategies (VLS), but few have explored Korean EFL college students" use of VLS. Through a qualitative analysis of both written self-reports and interviews conducted with four advanced students, this study found that their lexical approaches were similar in terms of ""macro-strategies,"" whereas being dissimilar in light of ""micro-strategies."" Namely, there were both similarities and differences in the ways and means that they mobilize in learning English vocabulary. At the same time, the four students revealed some patterns of strategy use that were different from those reported on other learning contexts. Another noteworthy finding was that all four tried to produce the learned words in appropriate contexts. Some pedagogical implications are suggested for teaching practice.

This paper demonstrates the findings of an investigation into Korean secondary school English teachers’ practices and perceptions regarding writing instruction. The research employs in-depth interviews with a small number of teachers to identify: (a) teachers’ practices of writing instruction and assessment in the classroom; (b) teachers’ perceptions of writing instruction; (c) teachers’ evaluation of students’ writing abilities; and (d) teachers’ concerns or problems in teaching of writing. The results indicate that there exist discrepancies among teachers’ practices, perceptions, the National Curriculum and the College Scholastic Ability Test (CSAT): the curriculum provides writing goals that are too high for students; teachers cannot help focusing on low-level features of writing mainly due to students’ poor writing ability; and teachers and students do not have an urgent necessity to teach and learn writing, since writing is not tested in the CSAT. The paper concludes by providing implications and suggestions for future development of writing instruction in the Korean secondary school English classroom.

Many studies claimed that teachers are influential in classroom from the perspective; the human beings present in the classroom interact in a complex context to which students are susceptible in many aspects of learning. Especially in language classrooms, teachers are assumed to be more important and influential, which means that a teacher can play a greater part in helping the students to learn the language. Thus, it is worthwhile to focus on teachers in the classroom. The purpose of this study is to explore what two effective ESL teachers do in the classroom. Three different qualitative techniques were used and some salient findings emerging were used as themes. For data, the teachers" teaching was observed in class and they were interviewed outside of class. Students" responses to the teachers" behavior through written diaries and interviews were gathered to triangulate the data, which helped to yield more valid and comprehensive viewpoints. This in-depth examination of the two teachers allows us to better understand teacher roles in terms of encouraging students" better learning behavior in the classroom. It was found that, besides the two teachers" technical attention to teaching purposefulness, their attention to affective factor seems to be also effective.