The aim of this study was to help elementary English teachers in Korea be more effective English teachers. This study discussed the concept of sociolinguistic features (face, address terms, and interjections) from an interactional sociolinguistics perspective. For this study, a native teacher’s English art classes (2nd grade) were recorded three times and carefully transcribed with the help of three native students in the University of Mississippi; informal interviews were done for checking some matters. Many differences between the native teacher’s utterances and the sentences in Classroom English published by the government of Korea were found. In terms of face, four patterns were found: from indirect to direct face threat, using ‘we’, using ‘if’, and changing to questioning. In the notion of address terms, two unique patterns were found: using titles such as ‘sir’ and ‘ma’am’ for politeness, and using nicknames such as ‘honey’ and ‘missy’ for solidarity or politeness. In the notion of interjections, three patterns were found: ‘OK’, ‘Now’, and ‘Howdy.’ On the basis of this study, it could be implied that, first, Classroom English should focus on contextual meanings as well as conventional meanings in instruct stages or teaching language skills, second, classroom English should make other categories for dealing with interjections such as ‘OK’, ‘Now’, and ‘Howdy’, and last, Classroom English should deal with some cultural knowledge for teachers.

The task-based approach to second or foreign language pedagogy aims to provide learners with a natural context for authentic language use. While learners are performing real-world or pedagogical tasks, they have opportunities not only to get a rich and comprehensible input of real language, but also to produce target language items to exchange meanings. Interaction in doing the tasks is thought to facilitate language learning process. Thus, one of the important things that teachers have to do first for their task-based English classes is to design tasks for target language items reflecting native speakers’ authentic language use. It is expected that learners can communicate with foreigners using the prescriptive target language items outside the classroom. This research attempted to find out if non-native English teachers would be able to make accurate predictions about target language items in terms of language forms and lexical phrases that would naturally occur when English native speakers carried out two types of tasks (closed tasks and open tasks). The results showed that many language items predicted by non-native English teachers did not appear in the recorded data by English native speakers, especially for open tasks. Thus, this research called into question the practice of setting tasks at the end of a PPP cycle (presentation, practice, and production), to allow students to put into use target language items that has previously been practised.

A field-specific essay test was developed as an attempt to improve the ESL placement procedure for international graduate students at the University of Illinois at Urbana-Champaign (UIUC). Graduate departments were classified into four areas, business, humanities/social sciences, technology and life sciences, and a set of four input prompts, and writing questions was developed. A total of 124 volunteers participated in taking both the regularly-required general-topic test and the field-specific test. A total-group FACETS analysis of the students’ performance on the two tests showed that they performed better on the field-specific test. However, subgroup analyses showed the field-specific topic effect only in the business and life sciences subgroups, while no prompt effect was found for the humanities/social sciences and technology subgroups. Considering that early in the test development procedure, these results were predicted by in a prompt evaluation session, the results suggest that more effort should be exerted to carefully select the topic and content of prompts in order to secure equivalency of the topic effect across all disciplinary groups. This paper further addresses limitations and promising research directions.

Poly(vinyl alcohol) (PVA)이 폴리술폰 한외여과 막, 술폰화된 폴리에테르술폰, 폴리아미드 나노 막 위에 코팅된 나노 복합막을 가압법에 의해서 제조되었다. PVA는 글루터알데하이드 수용액으로 가교되었다. 모든 지지층위에 PVA 희박용액이 성공적으로 코팅되어 나노복합막이 제조되었다. 지지막 위의 친수화도가 높아짐에 따라 수투과 유량이 증가하였다. 특히 음하전을 띠는 폴리아미드 나노 복합막의 제타전위는 PVA로 코팅함으로서 감소되었다. 막 오염 실험은 양이온을 띠는 계면활성제, 휴민산, 휴민산과 칼슘이온 복합체 및 bovine serum albumin을 사용하여 실행하였다. PVA로 코팅되지 않은 폴리아미드 나노복합막은 각각의 오염물질에 의해서 심하게 오염되었다. 휴민산과 단백질에 의한 오염은 오염물질의 등전점에서 가장 심하게 발생하였다. 휴민산에 이가 양이온을 첨가함으로서 오염이 심각하게 일어났다. PVA 수용액으로 폴리아미드 나노 복합막을 코팅함으로서 막 오염이 감소되었다. PVA로 코팅된 폴리아미드 나노 복합막은 산, 염기용액에 대해 저항성을 보였다.

비대칭 폴리비닐리덴플루오라이드(PVDF) 막을 상전환법으로 제조하였다. 도포용액은 PVDF를 용매인 N-ethyl-2-pyrrolidone (NMP)와 비용매인 1,4-dioxane, diethyleneglycol dimethyl ether (DGDE), acetone, (equation omitted)-butyrolactone(GBL)의 혼합용매에 녹여서 제조한다. 여러 첨가제가 도포용액 특성, 투과특성과 막 구조에 미치는 영향을 조사하였다. 응고제인 물과 1,4-dioxane, DGDE, acetone과의 상용성이 NMP보다 낮아서 기공크기가 작아진다. 첨가제의 양을 조절하여 기공크기를 변화시켰다. 혼합용매(수계 및 비수계)가 막의 투과성능에 미치는 영향을 살펴보았다. 용액점도뿐만 아니라 표면장력도 용매 투과특성에 영향을 끼침을 알 수 있었다.

통합형 비대칭 폴리아크릴로니트릴(PAN) 한외여과막의 기공크기를 줄이기 위하여 아닐링을 하였다. 두 종류 PAN 고분자(단일중합체와 공중합체)의 화학적 구조가 아닐링에 미치는 영향을 조사하였다. PAN 고분자의 아닐링은 고분자의 화학적 구조에 큰 영향을 받는다. 공중합체가 단일중합체에 비해서 덜 강직한 구조를 지니므로 아닐링에 훨씬 큰 영향을 받는다. 아닐링을 실시하기 전에 고분자 내에 잔존하는 용매의 완벽한 제거를 위하여 분리막을 물 속에서 예열 처리하였다. 예열처리를 하지 않은 경우가 아닐링 효과가 더 컸다. 높은 온도에서 아닐링 하기 전에 예열을 하면 기공크기의 증가를 가져 왔다. 막의 표면은 약간 음전하를 띠었고 PAN 나노막의 염배제율은 다음과 같은 순서로 측정되었다: R(Na₂SO₄) > R(NaCl) > R(MgSO₄) > R(CaCl₂). Donnan 평형과 전기중성도에 의해서 염제거 거동을 설명하였다.

This research intends to identify some of the common lexico-grammatical errors Korean secondary school students make in learning English. The data used in this research consists of an about 33,000-word corpus of English written by grade 9 and 10 students. The corpus was scanned to retrieve all examples of misuse of such error-prone word forms as BECAUSE, HAVE, MANY, MUCH, IF, and A LOT OF, using the standard text retrieval software tool, WordSmith Tools. These word forms were compared with those in English textbooks used in middle school English classes in order to investigate how close students' use of these forms is to the taught forms. Overall, it is necessary to provide the students with corpus-based learning methods to acquire some problematic word forms, such as BECAUSE, MANY and A LOT OF. Techniques of drawing students' attention to form or noticing features of targeted items can be useful as well. Although this research could not find all the most common errors the students produce in learning English, it could be one way of identifying significant features of learner errors, in particular areas of common difficulty in writing. It could also play an important role in developing more systematic learner language research and designing learner corpus-based teaching techniques and materials.

Petri Nets(PNs), as a graphical and mathematical tool, provide a uniform environment for modeling, formal analysis, and design of discrete event systems. The main objective of this paper is to model and analyze the manufacturing system using PNs as well as simulate the manufacturing system. The analysis method used in this paper is Embedded Markov Chain(EMC) method for Generalized Stochastic Petri nets(GSPN). The simulation tools used in this paper are Arena and Simnet V. 1.37. The results of three methods, EMC method, PNs simulation and Arena simulation, are obtained and compared.

The significant attention has been given to implementing a performance measurement system as one of the key enablers for supply chain integration. And yet, there is little guidance to practitioners as to how to develop the system. We propose a design framework for a performance measurement system (PMS) that supports effective supply chain integration among partners, along with the discussion of critical issues in the PMS design framework. Also, this framework provides a step-by-step guideline for building a conceptual PMS design,

본 연구에서는 polyvinylalcohol(PVA)의 hydroxyl 작용기와 sulfosuccinic acid (SSA)의 carboxylic acid 작용기의 반응을 통하여 열가교된 PVA막을 제조하였다. 설폰산기를 함유한 SSA는 PVA 매트릭스에 대한 가교제의 역할뿐만 아니라 수소이온의 전도도를 높이는 역할 모두를 수행하였다. PVA의 가교도(degree of crosslinking)는 SSA의 함량으로 조절하였고 가교밀도(crosslinking density)는 극성 및 비극성 용매를 이용하여 계산하였다. Xylene 및 benzene과 같은 비극성 용매를 사용한 경우 가교밀도는 SSA함량에 따라 증가하였다. 그러나, 물과 methanol과 같은 극성 용매를 사용한 경우 가교밀도는 SSA함량 20%까지 증가하다가 그 이상의 함량에서는 설폰산기의 영향으로 감소하였다. 가교도와 확산계수, 기계적 물성 및 전도도, 메탄올 투과도 등에 대한 PVA막의 특성을 평가하였고 이들 특성은 SSA함량에 의존하였다.

This study investigates how language teachers' pedagogical concerns can find a suitable framework for learner corpora-based error analysis in English classes. It demonstrates the ways in which teachers can benefit from compiling learner corpora and the ways in which they can transfer learner corpus findings to pedagogy. By analyzing the learner corpora and investigating common patterns of learners' errors, teachers can gain insights into learners' interlanguage development and provide feedback in the form of remedial teaching to cater for learners' linguistic needs. Consequently, this will help classroom instruction to be more effectively focused. The method of this study is both quantitative and qualitative in that it starts with a word-based method of analysis and ends with a category-oriented display of results. In addition, some classroom concordancing activities are suggested to present the idea of recycling learners' language output and transforming the output into a new form of input which is assumed to be comprehensible to learners.