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.

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.