The present study examines the interpretation of Korean relative clauses (RC) by English speakers of L2 Korean. The purpose of the study is to see if these learners employ the same parsing strategy as native Korean speakers in the processing of a complex NP followed by a RC. Processing strategies were investigated with two different conditions, which were distinguished from each other by animacy presence in the second NP of a complex NP (e.g., chayk-ul ilk-nun apeci-uy atul ‘the son of the father who is reading a book’: [+ani, +ani] condition vs. kyosil-ey iss-nun haksayng-uy chayk ‘the book of the student who is in the classroom’: [+ani, -ani] condition). Korean speakers showed equal preference in the [+ani, +ani] condition, while they showed low attachment (LA) preference in the [+ani, -ani] condition. On the other hand, English speakers showed LA preference in both conditions. We assume that this LA preference by the English speakers might have been due to either the universal processing principle (recency) or influence from their L1, both of which make the same attachment site. The source of the Korean speakers diverging behavior is discussed on the basis of difference in verb meaning used in each condition. The discrepancy between the two language groups leads us to propose that English speakers do not rely on the same processing strategies as Korean speakers.

In this paper a modified simulated annealing approach for solving single-machine mean tardiness scheduling problems is proposed. The results of the simulation indicate that the proposed method provides more stable solutions than those of previous studies. The proposed method also provides better quality solutions for large-size problems.

The present research combines two important factors, cultural influence on SLA and wait-time. The research investigates how multi-ethnic students react differently to extended wait-time as an instructional strategy in the ESL classroom. Some research has been conducted on production as influenced by manipulated wait-time. However, no research has attempted to investigate the comparison of production after manipulated wait-time by ethnicity of students in the ESL classroom. It was hypothesized that when given extended wait-time, all students would increase students’ oral production. Especially, Asian students would increase the number of words to a higher degree than Non-Asians do. A multi-ethnic ESL classes were observed for quantitative findings, and their students and teachers were interviewed for qualitative one. It was found that oral production increased when the wait-time was increased. Unexpectedly, however, non-Asians produced more words to a higher degree than Asians did, as wait-time increased. It was interesting to find from the interview that there was a difference in students’ attitude towards wait-time. Some thought wait-time could cause more anxiety rather than comfort. This research will be significant in that the result could contribute to the improvement of teaching English in multi-ethnic classrooms.