This study reports on the findings of error analysis of a learner corpus consisting of 238 English argumentative essays written by Korean college students, specifically on errors that stem from confusion of lexical categories. A three-step error analysis was conducted following a procedure established by Rod Ellis in 1995. The results revealed 10 commonly confused lexical category dyads—coordinators or subordinators mistaken for adverbs, adverbs for conjunctions, gerunds for nouns, the adverb almost for either an adjective or a noun, the pronoun each other for an adverb, adverbs for nouns, conjunctions for prepositions, prepositions for conjunctions, the preposition to for an infinitive, and the adverbial for example for a preposition. Discussions of the causes of such confusion—homogeneous L1 translation, failure to correctly punctuate spoken language in writing, lack of L2 grammar knowledge, negative transfer of L1 morphosyntactic properties, and lack of L2 lexical knowledge—are delineated with specific examples. The limitations of the study and pedagogical implications are addressed.

목 적: 동공크기가 일정하게 증가할 때 나타나는 굴절력 변화를 측정하여 분석하였다. 방 법: 백내장이나 안질환 및 시력교정수술 등의 경력이 없는 근시 50명(100안), 원시 9명(17안)을 대상 으로 하였다. 암순응상태의 동공크기 검사는 Colvard pupillometer(OASIS medical, USA)를 사용하였다. 굴절력은 Zywave(Baush & Lomb, USA)를 사용하여 측정하였다. 동공크기가 3.0mm에서 6.0mm까지 0.5mm씩 증가할 때 굴절력 값을 분석하였다. 동공크기에 따른 굴절력 변화는 ANOVA를 사용하였고, 상관 분석을 하여 변수들 간의 연관성을 보았다. 결 과: 평균연령은 44.05±11.91세(25~64세), 암순응상태의 동공크기는 6.57±0.52mm로 나타났다. 나 이가 증가할수록 암순응상태의 동공크기가 작았다(p=0.000). 동공크기(3.0~6.0mm)에 따른 등가구면굴절 력의 변화는 근시의 경우 -0.52±0.48 D로 근시의 증가를 보였고, 원시의 경우 0.81±0.34 D로 원시의 감 소를 보였다. 근시의 경우 동공크기에 따라 등가구면굴절력이 -0.23±0.23D(3.0mm에서 4.5mm)와 -0.29±0.30 D(4.5mm에서 6.0mm)로 변하였다. 근시에 있어서 등가구면굴절력 변화량은 나이가 증가할수 록 많았다(p=0.008). 결 론: 동공 크기의 증가로 인해 안구 굴절력은 근시안의 근시를 증가시키고 원시안의 원시는 감소하는 것으로 나타났다. 상관분석 결과 나이가 증가할수록 암소시일 때의 동공크기 변화가 작아지고 근시일 때의 굴절력 변화가 많은 것으로 나타났다

Automated error detection and feedback systems are becoming an important component of online writing practice services for ESL/EFL (English as a second/foreign language) learners. The main purposes of the study are to: (a) collect samples of essays written by ESL learners with different native language (or L1) backgrounds that are error-coded by an early version of an automated error-detection system (CritiqueTM) and trained human coders; and (b) identify some unique patterns of writing errors for different first language (L1) groups. Data analyzed in this study included 18, 439 TOEFL◯R CBT essays error-coded by CritiqueTM and a much smaller, combined sample of 480 TOEFL◯R CBT/TOEFL iBT◯R essays error-coded by trained human coders. A comparison of error rates across five different language groups showed some unique patterns: (a) the Arabic and Spanish groups were the highest on both spelling and punctuation errors; (b) the Korean and Japanese groups had the highest article error frequency; and (c) the Chinese group had the highest number of errors related to verb conjugations or adjective and noun inflections. The implications of these findings are discussed in terms of understanding the nature of L1-related writing errors and enhancing the automated error detection and feedback systems.

목 적: 연령에 따른 양안 굴절이상 차이를 분석하여 급증하는 노인인구 안보건 관리를 위한 기초자료를 제공하고자 하였다. 방 법: 20세 이상의 성인 100명(평균나이: 46.14±15.67세), 200안을 대상으로 KR-8800(Topcon inc., Japan)을 이용하여 굴절이상을, IOL Master(Carl Zeiss inc., Germany)를 이용하여 안축 길이를 측정하였다. 대상자는 핵백내장성 변화가 시작되는 시기와 수술을 고려하여 세그룹으로 분류하였고, 양안 굴절이상의 분포와 차이 및 부등시와 안축장과의 상관관계를 분석하였다.결 과: 굴절이상도는 20~39세 그룹의 등가구면 굴절력이 .5.25±2.73D, 40~59세는 -2.38±3.41D 그리고 60~79세가 0.57±1.37D의 분포를 보였으며, 양안굴절이상도의 차이는 20~39세 그룹이 0.71±0.74D, 40~59세는 0.96±0.66D 그리고 60~79세가 1.56±0.34D로 나타났다. 전체 대상안의 양안 안축 길이 차이는 20~39세 그룹이 0.34±0.57 mm, 40~59세는 0.27±0.30 mm 그리고 60~79세가 0.42±0.13 mm로 나타났다. 양안 굴절이상 차이와 양안 안축 길이 차이의 상관관계는 나이가 증가할수록 높게 나타났다(20~39세 그룹: r=0.48, 40~59세 그룹: r=0.61, 그리고 60~79세 그룹: r=0.72). 결 론: 나이가 증가할수록 부등시의 발병률과 양안 굴절이상 차이가 증가하였다. 이것이 노인 인구의 시기능 저하 요인이 될 수 있음을 인지하고 올바른 안경 처방과 관리가 필요할 것으로 생각된다.

This study investigated spelling errors in English stories written by 206 students in an elementary school implementing Korean/English immersion education. Errors were analyzed using crosstab and MANCOVA. Findings are as follows. Spelling errors occurred in 4 categories in order from the most frequent to the least: substitution, omission, addition, and transposition. The error occurrences differed depending on grade level changes: lower grades (Grades 1-3) vs. higher grades (Grades 4-6). The students in both grade levels made more errors in substitution and omission: these error types were significantly decreased as they progressed to the higher grade levels. Errors in addition and transposition showed much fewer occurrences for both grade levels, and these errors did not show a significant decrease because of their rarer occurrences. Overall, the students’ spelling ability increased remarkably as they progressed in grade levels in the immersion environment.

This case study investigates the impact of cognitive style (field in/dependence) on errors in English writing through extensive reading (ER). It explores different possibilities between two field-independent (FI) and field-dependent (FD) learners through ER, and it considers the types of errors (interlanguage or intralingual) that they are more likely to commit. The participants were two Korean female high school students with different cognitive styles. To ascertain their respective cognitive styles, the Group Embedded Figures Test (GEFT) was conducted. The participants were asked to write a reading log once a week for six months. Data analyses were performed by two raters, and for further qualitative analysis, Nvivo 10 was used. The results showed that ER was more beneficial to the FI learner with regard to writing proficiency, and both the FI and FD learners committed considerable interlanguage errors. Furthermore, there were similarities and discrepancies between the FI and FD learners as a result of the ER treatment in interlanguage error change.

根據研究者的華語教學經驗，各程度學習者在漢字書寫上所產生的偏誤類型各有不同，在綜合語言課程的教學現場中，教學者針對漢字書寫的教學，常礙於時間關係，不是簡單帶過，便是集中在六書演變、漢字筆畫及筆順方面。為讓入門階段的學習者更易學習，近來也有許多字源解說的書籍供學生參考，然多集中於象形、指示文字，較適合零、初級的學習者。對進入中高級後字詞量急遽增加的學習者來說，能區別漢字各部件的異同，能記住漢字的個別特徵，進而在書寫時不產生混淆或代換現象，是學習上的一大需求。本文針對教學中蒐集的語料進行偏誤分析，後以部件教學為原則訂出教學策略，並於實際教學後，對比學習者的學習成效，做為未來綜合語言課程的教學參考。

The present study investigates and identifies the types of grammar errors that 84 Korean EFL (KEFL) learners made when they took the TOEIC Speaking test part five and compared the results with the previous studies. The 84 undergraduates participated and two native speakers of English analyzed the data. The data were classified into the taxonomy of four surface strategies: omission, addition, misformation, and misordering. Errors of omission were the highest consisting of 74.9%, followed by those of misformation at 19.9%, addition at 3.5%, and misordering at 1.7%. The findings had a difference from the previous studies adopted for comparison. The error frequencies were very different from those observed in writing, or interview tasks in the previous studies. Errors of misformation were the highest, followed by those of omission. This difference was considered to be caused by the short test taking time, and the task itself. The KEFL learners were unlikely to try to correct their errors within the limited time since very few self-corrections were observed in their spoken answers. This study suggests that explicit grammar instruction and correction are needed to teach speaking.

This paper discusses the results of two questionnaire surveys which are designed to find out how Korean college students perceive some problematic English sentences and how their imperfect knowledge of English grammar affects their attitudes towards speaking English. The major purposes of the paper are: first, to analyze what erroneous sentences they find either correct or incorrect; second, to find out how much they can be lenient with problematic Eng lish sentences by analyzing what sentences they think are fine to understand and would use; third, to investigate how their lack of proper knowledge of English grammar affects their attitudes in using and learning English; and fourth, to discuss importance of grammar teaching in an EFL classroom. In line with recent studies on World Englishes, this research adheres to the idea that it is significant to give students opportunities to use the language without fear of making grammatical mistakes rather than emphasizing Standard English and the correct language. However, the results of the surveys show that the lower the level of their English proficiency, the more they want to speak grammatically correct English, and the lesser they show leniency towards deviant English structures.

지명 표기의 방식을 이용하여 온라인 지도서비스를 분류하면 크게 네 가지로 구별될 수 있다. 첫째, 가장 일반적이고 광범위한 인터넷 사이트에서 제공하는 유형으로, 단순 그림화일 형태의 지도서비스로 지명의 숫자도 매우 제한적이다. 대표적인 사례로는 미국중앙정 보국에서 제공하는 지도와 같은 유형으로 World Atlas 등도 여기에 포함되며. 이러한 지도는 많은 웹사이트에서 그대로 인용하고 있는 형편이다. 둘째, Google Earth나 MS Virtual Map과 같은 수치지도서비스는 화면상에서 확대․축소와 같은 줌인과 줌아웃 기능을 포함하며 이동이 가능한 지도들로서, 축척에 따라 표기되는 지명의 개수도 달라지는 것이 특징이다. 셋째, 일러스트레이터 파일이나 PDF 형태로 지도를 서비스하는 유형으로, 지형지물과 지명을 레이어별로 구분하여, 레이어의 선택 및 해제 시 표현되는 지형지물과 지명이 달라지는 것이 특징이다. 마지막으로, GIS 프로그램에서 사용되는 shp 확장자를 갖는 파일 형태로 제공하는 지도서비스유형으로, 본 연구에서 조사한 인터넷사이트에서는 지명은 포함되어 있지 않고, 국가 경계만 표현된 GIS 파일을 서비스하는 사이트가조사되었다

1997년 9월부터 2007년 12월까지 동해의 SeaWiFS 자료를 이용하여 SeaWiFS 클로로필-α 농도가 가지는 스펙클 오차의 특성을 분석하고 그 원인을 조사하였다. 비정상적으로 큰 농도를 가진 스펙클들은 산발적으로 분포하였으며, 주변 화소들과 비교하였을 때 10mg/m3 이상의 현저하게 큰 편차를 보였다. 이 스펙클들은 겨울철에 자주 나타나는 경향이 있었으며, 이는 구름 분포와 관련이 있을 수 있다. 10년 평균된 겨울철 운량은 동해 북서쪽보다 스펙클이 자주 출현하는 남동쪽에서 더 크게 나타났다. 통계적 분석 결과는 운량이 증가할수록 스펙클의 수가 증가하는 것을 보여주었다. 스펙클 화소의 정규화 된 수출광량은 단파장 영역(443, 490, 510nm)에서 상당히 낮았으나 555nm 파장대는 정상적이었다. 이러한 낮은 관측치들은 클로로필-α 산출 식에서 비정상적으로 큰 농도를 생산하였다. 본 연구는 동해의 SeaWiFS 클로로필-α 농도자료가 지니는 스펙클 오차에 대한 문제점을 제기하였으며, 적절한 해색 원격탐사 기술을 활용한 좀 더 신뢰도 있는 클로로필-α 자료를 해양 응용 연구에 사용해야 함을 제시하였다.

Purpose : To evaluate changes and correlations of ACA, ACD and ACV by ages and refractive errors using Pentacam in Korean undergraduate students and elderly people. Methods : 52 healthy eyes(male : 27, female : 25) of undergraduate students and 38 healthy eyes of elderly people were recruited(average age : 22.52148±0.62435 years). We measured anterior chamber angle(ACA), anterior chamber depth(ACD), anterior chamber volume using Pentacam(Oculus Co.) and spherical equivalent refractive errors(SE) by subjective re(raction. 52 undergraduate students were classified into emmetropes group(-0.75-+0.750) and myopes group(> -1.000). The averages SE of emmetropes and myopes groups were -0.28333±0.32550 and -3.12162±1.51110 respectively. Results : The average ACD. ACA and ACV were 3.18906±0.20435 mm, 40.53019± 5.10831°, 193.49057±28.45213 mm3 respectively in undergraduate students group and 2.76158±0.42819 mm. 32.63947±5.84385°. 134.21053±28.94091 mm respectively in elderly group. lncreasing age was associate with reduced ACA. ACD and ACV. and there was no correlation by sex. There showed significant differences between ACD and ACA(t = - 47.64. p = 0.00). between ACO and ACV(t = -38.78. p = 0.00) and between ACV and ACA(t = 39.48. p = 0.00) l = - 50.61 p = 0.00. t = - 49.27 p = 0.00. t = 38.81 p = 0.00 respectively in undergraduate students group and t = -31.43 p = 0.00. t = -28.00 p = 0.00. t = 21.20 p = 0.00 respectively in elderl y group. Excellent correlation was found between ACD and ACV in undergraduate students group(R = 0.89). There showed significant differences in ACO and ACV(t = -2.25 p = 0.03. t = -2.24, p = 0.29 respectively), however no significant difference in ACA(t = -1.59 p = 0.12) between emmetopes group and myopes group. Conclusion : lncreasing age was associate with reduced ACA. ACO and ACV ; ACA was changed from grade 4 to grade 3 by Shaffer's classification. There showed significant differences between ACD and ACV. between ACD and ACA, between ACV and ACA Especially excellent correlation was found between ACD and ACV in undergraduate students group(R = 0.89). There showed significant differences in ACO and ACV, however no significant difference in ACA between emmetropes group and myopes group.

This paper investigated Korean heritage learners" acquisition of Korean as a second language. In particular, written narratives of 16 Korean heritage learners were analyzed in order to identify errors and strategies observed in Korean heritage learners" second language writing. The findings of the study indicated that learners" errors were not significantly related to their proficiency levels in the target language. Likewise, no significant differences were observed in errors due to their proficiency levels. However, some differences were noted in several grammatical categories. In case- or tense-related areas, learners with higher proficiency levels were not much more accurate than those with lower proficiency levels. However, in terms of the use of inflectional markers, learners with higher proficiency levels exhibited higher accuracy than lower level learners. With regard to their use of strategies, literal translation, code-switching, and approximation were most frequently observed in their writings. The paper concludes with some implications for teaching Korean as a foreign language.

The study focuses on analyzing the situation how 1) to precede a sentence, 2) to structure the dialogue, and 3) to acquire conversation frame by the learners. Furthermore, the purpose of this study is to examine whether common discourse errors exist on the way of structuring the dialogue and if they exist, the tendency of errors comes from universality and individuality. The result of this study is to show the tendency of errors in order; connection investigations, surplus, style, tense, the point of view, defect, conjunction, direction, and sequence. Through this study, it is proved that essential language factors mentioned in the discourse structure are required on developing writing skills. Particularly, More than half of learners shows the common errors in the connection investigations, ellipsis, tense, style, conjunction, the point of view, addition. As a result, those language factors should be set up as essential language factors to be trained.

A traditional assumption has been that written work in foreign language classes must be corrected carefully. If they were not corrected, errors would be deeply ingrained, and it would be difficult for learners to use the language correctly. Feedback has been viewed as a facilitator of learning and provides various kinds of information to the learner. In foreign language learning, this information consists primarily of modifications and upgrade their inter language grammar. Teachers" written feedback is a topic of continuing interest in foreign language teaching. But most experienced writing teachers know that responding to the students" writing can be the most frustrating, difficult and time consuming part of the job. Providing written feedback on student papers is the teachers‘ most crucial task. And it plays an important role in motivating and encouraging students. But in spite of corrections, teachers have found that students continue to repeat the same mistakes. Moreover the return of papers covered with red marks causes disappointment and discouragement on student"s faces. The teacher wonder if lerner"s errors should be corrected. If so, when should learner"s errors be corrected and which error should be corrected? How should learner"s errors be corrected? Who should correct learner"s errors? To this end, this paper will review the researches about these questions. And this paper will discuss and try to find the conclusion on these questions.