Recently real-estate investment business is standing out as a new plan for creation of source of income. In this paper, we suggested appropriate real-estate investment strategy through the reconstruct case study of existing one-storied building. That is, we showed the efficient process of decision and propel to reconstruct and the key points for lease business and post management after building completion. Also, we analyzed the rate of return of commercial building investment in order to find its optimum dealing time. Therefore the results of this paper are expected to be a help to old ages and persons laying plans for a similar business.

This paper proposes a software development evaluation index for the productivity related to Spring 2.5 and EJB 3.0 with same lightweight container architecture. Spring is a known successful open source standard model for lightweight container architecture. EJB in an enterprise environment as a standard framework is most commonly used in production. However, there is no comparison research about the performance of Spring 2.5 and EJB 3.0 with same identical platform. Quantitative analysis is supported as a part of LoC(Line of Code) analysis. There is a limit to develop the updated software with no the specific evaluating index for the productivity of the software. In this study, the development platform environment based on the same database schema system Spring 2.5 and EJB 3.0 is in the design and implementation. In addition, comparison and standardization of software development productivity assessment is to provide guidance.

절삭가공에서 가공양의 과다 및 가공부위와 형상은 절삭저항에 의한 절삭 열을 발생시키고 이 열로 인해 가공품의 정밀도에 변형을 가져온다. 절삭가공 시 공작기계에서 발생하는 오차의 40~70%는 열 변형 오차에 의해서 발생한다. 박판 박판 블레이드는 절삭 열을 받아들이는 공작물의 두께가 얇기 때문에 열 변형 오차에 쉽게 정밀도가 저하된다. 이때에 뒤틀림이 발생하면 정밀도는 매우 큰 오차를 포함하게 된다. 본 연구의 목적은 박판의 절삭가공에서 열 변형이 발생함을 예측하고 발생 부위에 따라 어떤 변형이 발생하는 지를 측정하여 파악하고자 한다. 또한, 측정된 결과를 통해 열 변형을 최소화하는 가공방법을 제시한다.

Cleanroom could be largely classified into industrial cleanroom that can be contaminated by particlesand bio-cleanroom that can be contaminated by biological particles. Electrical manufacturing companies such as precision machines and electrical parts essentially have industrial cleanroom facilities and clean technologies to produce defects free products due to particles.Industrial cleanroom should be controlled in respect of 4M1E to prevent from foreign materials of submicro unit and to keep out contamination sources from outside. In this paper, a concept for a quantitative methodology to measure the particles from running components was suggested by combining both newly making clean booth such as wear tester and laser particle counter.

It is crucial that the manufacturing companies should consider reducing environmental impacts of the products in the early design phases. Life Cycle Assessment method is one of the most widely used and important tools for assessing the overall environmental impacts of products across the entire lifecycle. Based on the Life Cycle Assessment method, we provide a systematic guideline for eco-product design. The proposed guideline is primarily aimed at product developers or engineers, as a insight to the integration of environmental thinking into the early design phase, and therefore into products. This guideline has several steps: select the target product, describe the product structure, quantify the environmental impacts, identify meaningful underlying environmental impacts, and develop an environmental strategy. The usefulness of proposed guideline is also demonstrated through the application to an actual vacuum cleaner.

Engl ish as a Foreign Language (EFL) students in traditional second language (L2) writing classrooms are not provided sufficient opportunities for giving and receiving peer feedback. To compensate for this limitation, blended learning has been suggested in the L2 writing classroom. However, there has been little research on peer feedback in blended learning in L2 writing. Therefore, this study aims to investigate the patterns of peer feedback and the impact of peer feedback on revisions in blended leaming in L2 writing. The subjects for the qualitative study consisted of three university students, representing low- intermediate, intermediate, and advanced levels of English writing proficiency. Data sources included student-produced feedback in online and offline sessions, 18 drafts in process-oriented writing, classroom observations, and the interview. The major fi ndings of the study are as fo llows. First, the students produced more onl ine peer feedback than offline peer feedback. Second, they provided more fonn-focused feedback in online sessions, but more meaning-focused feedback in offline sessions. Third, they incorporated online peer feedback in their second drafts more than offline peer feedback in the final drafts. Based on the findings, implications are considered and suggestions are made for the effective use of peer feedback in blended learning in L2 writing .

A new in-service teaching certificate system, the TEE Certificate system, was launched for Korean teachers of English with the aim of encouraging them to use English in their daily teaching practice. This study attempts to investigate key issues regarding the current development of the TEE Certificate system and addresses the implications for a successful TEE policy in Korea. It employs document analysis produced by the Ministry of Education, Science and Teclmology and to key Regional Offices of Education and semi-structured interviews with 15 supervisors, 11 teachers and 2 TEE Certificate examiners. The research findings suggest that there is a gap regarding the aims of the TEE Certificate system among stakeholders, leading to the different attitudes toward it. Those who have positive perceptions of the system see it as a tool for encouraging Korean teachers of English to develop their English language teaching competence. On the other hand, those who have negative attitudes see the negative aspects such as another type of burden on teachers and even the possibility of a form of lay-off. The new strategies of how to use the system are required to make it play a proper role in terms of the provision of an English-fi'iendly learning environment and supporting teachers' professional development.

Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners' writing proficiency. Equally important is the writing-to-Iearn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-Iearn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-Iearn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive ski lls they need to be fully proficient.

Lee Jin-sung. 2012. A Study of English Neologisms with Some Comparing Notes on Korean Neologisms. The Sociolinguistic Journal of Korea 20(2). pp. 367-400. This study examines how English is reflecting the changing society on neologisms, and how the language and the society is interwoven in neologisms of English. It also investigates English neologisms from the perspective of morphological formation and semantic change. In doing this Korean neologisms are partly dealt with comparatively to bring out the contrastive characters of the two languages. From the sociolinguistic point of view, the data were classified into three categories: society, life style, and people. These were further subdivided into several areas: general affairs, economics, IT new jobs, new technology under the category of society; language, daily lives, leisure, health, food, and apparel under the life style; men and women, men, women, youngsters and the olds under the people. It was found that the categorial classifications of neologisms reveals how social change is reflected on neologisms of each language, and also discloses the way the two languages enrich their expressive power. From the perspective of morphological formation and semantic change, the English data were classified into compounds, new words, verbal phrases, and independent expressions. The compounds were subdivided into simple compounds and compounds within compounds to diagnose the degree of recursive character in English. In the category of new words, the followings were investigated: affixations, blendings, abbreviations, acronyms, euphemisms, semantic shifts, foreign languages, functional shifts, coinages and clippings. The distribution of neologisms in regard to their parts of speech was also examined. In comparing notes of the two languages, thefollowings are provided: first, sociocultural character reflected on neologisms; second, the frequencies and characterizations of neologisms from morphological perspectives; third, the distribution of parts of speech.

Lexical knowledge is an important predictor of second language learning. The present study focuses on aspects of lexical knowledge of Korean elementary (6'h grade) and middle school learners (9'h grade) in connection to learni ng strategies, that is, with regard to vocabulary learning and by investigating the learners' preferred English medium of interest. The learners were asked to complete questionnaires for information on vocabu lary learni ng strategies, and were tested with receptive and prod uctive vocabulalY levels test to assess their vocabulary knowledge. One-way ANOVA was conducted to note differences between the different vocabulary learning strategy groups, and multiple regression was employed to select predictors of learners' receptive and vocabulary knowledge. While the learners did not favor public education (school lessons), private lessons indicated to be the dominant means of learning English among the 6th graders with larger vocabu lalY sizes; the use of the vocabu lary workbook indicated to be a useful resource for the 9th graders. Although movies were popularly viewed by most of the learners, it was tile learners who had been reading books in Engli sh that seemed t.o have obtained larger vocabulary sizes. The findings provide guidelines for vocabulalY instruction in Korean elementary and middle school contexts .

Thi s study investigated, using think-aloud protocol, what L2 learners focus on, notice and uptake in a series of English writing task and how this cognitive process is affected by their English proficiency. Nine Korean middle school students were engaged in a three-stage writing task, which consisted of the compos ing stage, the stage of comparing their own text with a reformulated version, and the revising stage. During the first two stages, the students were asked to think out loud in Korean. The results show that in the composing stage the high level students tended to focus on grammatical forms while the low level groups more concentrated on lexical items. When reformulations were provided, the students well noticed the diffe rences between their original texts and the reformulated ones but a majority of their noticing remained simple noticing without a proper reason or ended up with wrong inferences. Thi s overall shallow and incorrect process at the comparing stage resulted in re latively little changes in the revising stage. These fi ndings suggest that not only the quantity but also the quality of noticing is important for acquisition and more guidance and he lp should be provided for low level learners to benefit from writing and feedback.

This study examines how students and instructors perceived online instructors’ roles in asynchronous courses designed for language teachers. Five instructor interviews, 46 student questionnaires, and ten course evaluation summaries presenting the opinions of 69 out of 120 students in total were analyzed. Based upon Berge’s (1995) framework, asynchronous online course instructors’ roles were divided into four categories: pedagogical, social, managerial, and technical. The results highlight and give suggestions to what is characteristic and likely problematic in online teaching—using the tools and pedagogical techniques to make learning more social than conventional classroom exhibit, orchestrating discussion not only technically but also by instructing and modeling effective postings, assessing the various ways that students participate in the class, and managing time, the students’ as well as the instructor’s. This study provides an opportunity for language educators and researchers to think about the unique characteristics of web-based distance education in general and the changing roles of instructors in that new form of education in more critical way.

The study investigates whether different English learning contexts result in different grammar development in learners’ shared mother tongue, Korean. The research instrument included a sentence completion task of collocational expressions in Korean dialogues, a multiple-choice test of grammar in Korean sentences and dialogues, and a sentence composition task using double nominative structures. The participants were 26 students at the age of 8 to 9 year old in the EFL context, 21 in a type of immersion program, and 19 in the ESL context. The results showed little difference among the three groups in the collocation sentence completion task and the multiple-choice test, but a clearly significant difference between the EFL students and the ESL students in the double nominative sentence composition task. The students who had been learning English in English culture showed more limited knowledge in the writing sentences with such peculiar but common structures in Korean language, compared with those who had been learning English in a Korean cultural context. In the complementary correlation analysis of the scores in the sentence composition task with a double nominative structure, the length of residence in Korea proved the strongest correlation, implying that the longer students live in Korea, the better they perform. The study provides the pedagogical implication that the curriculum of a mother tongue for bilingual learners could need to intervene with more emphasis on enhancing learners’ grammatical development, including language-specific structures.

본 논문은 유럽/아일랜드, 근대/전통이라는 이분법적 인식론이 베케트 연구에서 작동하는 방식의 지형도를 그려보고, 베케트와 아일랜드 문예부흥운동과의 관계, 아일랜드 정체성, 아일랜드의 근대성의 재고를 통해 이러한 이항대립적 사고를 지양할 수 있는 가능성을 제시한다.

The purpose of the current study was bi-fold. First it was to examine how the semantic prosody of eight lexical items that had a specific semantic prosody were presented and explained in the six English-Korean bilingual dictionaries. In addition, it was to investigate how those lexical items were used in university students’ sentence writings in relation to semantic prosody. The result showed that the semantic prosodies of the lexical items were not adequately presented in the dictionaries in general and a number of inappropriate uses of lexical items in relation to semantic prosody were identified in the students’ sentence writings. It was suggested that EFL dictionary publishers should explicitly address the issue of semantic prosody by providing information about the semantic preference and collocational behavior of a lexical item and they should be more cautious when presenting Korean translations/equivalents in the dictionaries. Along the same lines, it was also suggested that EFL/ESL teachers should (a) recognize the value of semantic prosody in L2 communication; (b) avoid the vocabulary teaching practice of explaining the meaning of words by simply providing near synonyms; and (c) make the students more aware of the difference in semantic prosody between English lexical items and their Korean translations/equivalents.

This study examined how four different constructed response formats of reading comprehension tests (cloze, recall, summary, and translation), developed based on the two texts with different reading difficulty, exert effects on EFL students’ reading test performance; and also investigated how those effects, if any, are differentiated with respect to the participants’ language proficiency levels. The total of 437 college students (220 male and 217 female students) participated in the current study. The test data was submitted to statistical treatment. The findings were that the four different response formats assessed different aspects of reading comprehension; the two texts with different text difficulty elicited different reading comprehension performance; and there were complicated interactions between the two variables of response format and text difficulty across the participants’ language proficiency levels. It is suggested that classroom teachers have to take it into consideration when planning to develop a reading comprehension test for EFL learners: how to choose reading texts that will be included in the test, considering an appropriate level of text difficulty and test formats to be engaged in order to assess students’ reading comprehension ability more accurately.

본 논문은 브라이언 프리엘의 작품세계에서 드러나거나 또는 숨겨져 있는 예이츠의 영향의 다층적 성격을 『케스 맥과이어의 사랑』, 『번역』, 『귀족들』의 텍스트 분석을 통해 규명한다. 예이츠와 프리엘의 관계는 이들의 문학이 시대적, 개인적 차이에도 불구하고 결국 당대의 첨예한 사회적 모순에 불가분하게 맞물려있는 자기모순적이고 분열된 자아의 정체성을 재구성하려는 작가적 시도라는 공통점에서 출발하고 또 그 공통점으로 귀결된다.