한국 서남부 농업생태계는 다양한 크기로 분산되어 있는 산림지대가 경작지 사이에 분포되어 있는 형태를 가지고 있다. 이 연구에서는 농업생태계 산림지대에 분포하는 나방 군집과 산림지대에 분포하는 나방 군집을 비교하여 파편화된 농촌 지역 나방 다양성은 산림지대보다 낮지만 생물 이동에 따른 베타 다양성은 더 높을 것으로 예상하였다. 이 연구에 이용한 나방은 종 다양성과 분류학적 정보가 풍부하며, 자외선등을 이용한 정량적 채집이 가능한 분류군이다. 또한 환경변화를 나타내는 지표그룹으로 활발히 이용되고 있으며 기주 특이성이 있어 서식지에 따른 종 구성 차이가 있기 때문에 서식지 유형에 따른 종 구성을 파악하기 적합하다고 여겨진다. 2018년 5월부터 10월까지 한국 서남부 지역인 전라남도 나주시, 무안군, 해남군 등지의 산림과 농촌경관내 산림지역에서 UV등 트랩을 사용하여 나방을 채집하였다. 조사는 농경산림지대와 자연산림지대를 선정한 뒤 나방을 채집하였으며 각 지점별 산림 특성에 따라 다양성 양상을 비교 분석 하였다. 이 연구결과를 토대로 같은 지역에 위치한 나방군집이 경관구조의 이질성에 따라 어떠한 양상을 보이는지 알 수 있을 것으로 예상된다.

This study investigates English teacher-learners' perceptions of secondary English teacher roles. Seventy English teacher-learners' responses to a teacher role questionnaire and focus group interviews are analyzed to find out the teacher-learners' perception of the teacher roles in classroom teaching, around school, and outside school in the professional communities. The analysis shows that the teacher-learners perceive their future teacher roles as communication facilitating, and at the same time knowledge transmitting. The teacher-learners seek teacher roles of much control over the classroom, be it communication pursuing or knowledge transmitting, believing in teacher authority and being self-conscious over their English proficiency. In addition, the teacher-learners reveal keen interest in roles in the professional field beyond the confines of school. The study stresses as its conclusion that while positively influenced by communicative language teaching (CLT) principles. The teacher-learners have notable reservations about the student-centered English classroom. Suggestions are made in the areas of secondary English education including teacher support systems, and English teacher education.

This study investigates English education in Korean kindergarten from inside through kindergarten English instructors" description of their classrooms. 18 kindergarten English instructors who were affiliated with commercial kindergarten English program providers were interviewed on their 1) attitudes toward English, 2) English studying experiences, 3) kindergarten English teaching methods, 4) understanding of kindergarten learners, 5) opinions on their English programs, and 6) understanding of their teaching position. From the analysis of their description, the following patterns of kindergarten English education are identified: kindergarten English education is under a heavy influence of business orientation; and it is operated under the traditional teaching-centered educational principles. Being financially uptight, kindergartens seek English programs which would not burden their budgets, and this tendency seems to direct the English program developer/provider and the instructor toward business-oriented management of kindergarten English teaching. As a result, English programs offered in kindergarten adhere to teaching-centered methodologies, which are traditionally accepted in Korean society and are not costly to implement. At the same time, the programs are operated to create English classrooms of a set frame which can be characterized as "presentation"-centered class with the main aim of "keeping the young learners entertained and occupied." This study concludes that the kindergarten English classroom described by the 18 instructors falls short of expectations. Finally this study suggests government-level official involvement in kindergarten English education for provision of a proper curriculum and teachers who are trained and certified for teaching kindergarten English.