토지개발로 부터 발생하는 불로소득적 개발이익을 환수하는 개발부담금 제도는 정치적, 경제적 사유 등으로 인하여 한시적 부과중지 및 부과유예, 부과감면, 부과율 조정 등의 과정을 거치면서 정착되어 왔다. 계획입지 및 개별입지에서 시행되는 개발사업으로 부터 발생하는 개발이익을 기준으로 부과율을 적용하여 개발부담금을 부과하고 있다. 계획입지에 의한 개발사업인 산업단지는 국가경제의 발전에 따라 대규모의 중화학공업위주로 조성되었으나 지역적으로 지속적인 미분양의 누적과 노후화 등의 문제점이 발생되고 있고, 신사업육성과 지방경제 활성화 및 혁신기반구축과 같은 산업패러다임의 변화로 인해 새로운 산업분야의 창업과 그를 위해 필요한 인력충원의 조화가 가능한 도시를 중심으로 첨단산업 중심의 소규모 산업단지개발사업으로 변화되고 있다. 산업단지개발사업의 특성으로 인하여 계획적이고 체계적인 개발과 토지가격 안정 및 분양가격 결정에 관한 사항을 별도로 규정하고 있다. 특히 분양가격을 결정하는 경우 적정이윤을 제한하도록 제도화 되었다. 그로인해 산업단지개발사업 실시계획승인일 이후 분양가 산정시 결정되는 적정이윤과 준공인가일 이후 개발부담금을 산출기준이 되는 개발이익은 그 적용기준에서 차이를 보이고 있어 이에 대한 연구가 필요해 보인다. 개발부담금 제도상의 개발이익은 토지로부터 발생하는 지가차이에 의한 미실현 개발이익을 확인하여 조세적 성격인 개발 부담금을 부과하는 것이므로 부과권자와 납부의무자 모두에게 개발이익산출의 정확성과 객관적 기준을 규정하는 것은 반듯이 필요한 측면이 있다. 그러나 산업단지개발사업은 국가 또는 시·도의 조례로 적정이윤율을 규정하여 분양시 자본비용 등을 공제한 조성원 가에 규정된 적정이윤율을 적용하여 분양가를 결정하고 있다. 즉 분양시 적용되는 적정이 윤은 처분가와 조성원가를 기준으로 실질적이익을 담보하여 분양가를 결정하는 실현이익이 되는 것이다. 따라서 현재 산업단지개발사업의 실시계획승인일과 준공인가일의 기간 동안의 지가차이를 기준으로 산출되는 개발이익과 실현이익을 기준으로 적정이윤율을 적용하여 산출된 이익을 적용하여 개발부담금을 부과하는 방안을 연구하므로써 실질적 개발이익을 기준으로 개발부담금을 환수할 수 있는 방안을 모색할 수 있을 것이다.

The present study aims to investigate the direct and indirect contributions of Korean EFL college students’ L2 receptive and productive vocabulary knowledge to their L2 writing performances by using a structural equation modeling (SEM) analysis with a goal to explore the pathways of vocabulary knowledge to writing. Data from 178 students were collected through tests of receptive and productive vocabulary breadth and depth, a writing test and a reading test. In testing a hypothesized model on the roles of receptive and productive vocabulary in writing, the results of the SEM analysis reveal the direct role of productive vocabulary in writing. The indirect role of receptive vocabulary on writing was observed through the mediating role of productive vocabulary or reading ability due to the direct contribution of receptive vocabulary to both productive vocabulary and reading and that of productive vocabulary and reading to writing. Findings from the study shed light on the relations of L2 receptive and productive vocabulary knowledge with L2 writing abilities, suggesting potential benefits of both receptive and productive vocabulary learning for L2 writing.

This study is an exploratory case study of writing strategies that Korean EFL graduate students in applied linguistics employed in the semester-long process of L2 computermode research paper writing with the use of multiple resources. Data for writing processes and strategy and resource use were largely collected from a writing strategy inventory questionnaire and writing logs, which were complemented by a keystroke logging program, video recordings and retrospective recall interviews. The results of the study reveal the influence of genre features and variations across writing stages, strategies, resources, and individual writers. Planning was intermingled with researching. The participants deployed certain strategies only at a particular stage or throughout the whole writing process. The students who had higher education in English-speaking countries used fewer strategies and preferred electronic resources to print resources than those who were educated mainly in Korea. The latter also showed a tendency of employing self-regulatory strategies. Findings from the study suggest that the research paper writing process is resourceful, strategic and individually situated, and it involves complex composing behaviors accompanied by more varied strategies and resources than shown in studies of one-time reading-to-write tasks.

The present study aims to explore the factors affecting Korean EFL high school students’ choice of picture options with key expressions in a writing test prompt, as well as the effects of option position and contents on their performance. It further aims to examine whether these effects vary with English writing proficiency. The performance of lower- and higher-level students in two prompts was analyzed along with their reasons for their choices. The prompt had three picture options with two key expressions in each option; the students chose one picture option and wrote a 20-word message declining a request using a reason specified in the option. Significant effects were not found for position within the prompts, but for the content of the options. The participants tended to choose a certain picture option over others mainly because of topical knowledge, difficulty level, or picture preference. The findings suggest a significant effect of picture contents, which yields implications for designing prompts with picture options for score validity.

Nuclear ribosomal DNA (rDNA) was analyzed to identify inter-specific genetic relationships among 8 Cymbidium species (Cymbidium insigne, C. ensifolium, C. marginatum, C. faberi, C. gyokuchin, C. kanran, C. forrestii, and C. goeringii). Nuclear rDNA including 2 internal transcribed spacer (ITS) regions and 5.8S, was amplified using polymerase chain reaction and sequenced. The sequences were compared via pair-wise multiple alignment to determine the genetic relationships among the studied species. The lengths of the ITS1, ITS2, and 5.8S regions were 235 bp, from 255 bp to 257 bp, and from 153 bp to 165 bp, respectively. Sequence similarities in the ITS region ranged from 78.7% between C. gyokuchin and C. kanran to 96.8% between C. ensifolium and C. kanran. A phylogenetic tree was constructed from nuclear rDNA nucleotide sequence data of the 8 cymbidiums and 1 outgroup species to estimate genetic relationships. The tree revealed that cymbidiums could be classified by their ecological traits, such as their temperature preference or inflorescence pattern. The phylogenetic data is applicable for identification, classification, and breeding of cymbidiums.

This study purposes to examine the effects of two types of revision training (teacher feedback-aided and protocol-aided revision training) on L2 student writers’ revision and written product and quality, compared with their self-revision and also to analyze L2 writers’ perceptions on revision training through a pre- and post-training questionnaire survey. The results of the study show positive effects of both types of training; more positive effects of teacher feedback-aided revision training on the quality and product of writing, especially in less proficient writers; more significant effects of protocol-based revision training on revision frequency, content changes, and success ratio of revision, especially in less-proficient writers; and more local (content preserving) revisions triggered by teacher feedback, especially in more proficient writers. Though teacher feedback-aided revision was favored over protocol-aided revision after training, the participants’ perception on the former’s positive effects and utilization rate decreased, but their perception on the latter’s positive effects and utilization rate enhanced. The present study suggests protocol-aided revision as an alternative revision method, and different revision methods depending on the focus of revision and L2 writing proficiency.

This study aims at investigating Korean high school students’ reading and writing relations in English with a focus on analysis of effects of reading journal writing which integrates reading and writing. Three groups (reading, writing, reading journal writing) had different treatments for 8 weeks. The results revealed that the reading journal writing group had the highest post-test writing scores compared with the two other groups. This group’s scores were statistically significant different from the reading group’s. The same results were also found in the higher-level group. As for the lower-level group, however, the scores of the writing group were highest. These results support the bidirectional hypothesis with a special emphasis on the interaction of reading and writing. The higher-level and the lower-level reading journal writing group had the highest post-test reading scores; however, no statistical significance was noted among the three groups. The results of the reading test do not seem to be clearly related to any hypothesis of reading-writing relations. The results of the questionnaire survey and interview and of the analysis of reading journal suggest that effects of reading journal writing can vary with reading texts and learners’ language proficiency level.