Based on the nature of "Bu (不)+ N" structure, this paper divides the negative words in pre-Qin Chinese into two categories and five sub-categories according to the distinction of time and space, and combs the evolution of Chinese negative word system from Pre-Qin to modern Chinese. This paper also focuses on two problems: (1) whether "Bu(不) + N" is the negation of noun by the determiner "bu(不)", and whether there is no implied verb between "Bu(不)" and noun, nor is the noun used flexibly as a verb; (2) there are two sources of "MEIYOU(没有)" in modern Chinese, first from the negative sign of noun "WU (无)", then from the negative sign of verb "WEI(未)". Traditionally, the negation words of pre-Qin Chinese are divided into four categories: (1) The "Bu(不)" category, which means simple negation. (2) The"Wei (未)"category, indicating a negative attitude towards the past. (3) The "Fei(非)" category, which conveys negation of judgment. (4) The "Mo(莫)" category, signifying prohibition. Such classification, though comes with a certain degree of rationality, but embraces unscientific elements. For example, the "Bu(不)" category as a notion of simple negation is not a scientific explanation. This paper attempts to apply the research results of negative words in modern Chinese to the study of negative words in ancient Chinese. Professor Nie Renfa聂 仁发 (2001) believes that the time significance of the "Bu(不)" and "Meiyou(没有)" categories in modern Chinese is reflected in the "Object(体)" rather than "time （时）" and summarizes their differences as: "Bu(不)" ：【+Negation】[-Realization] Or“Mei(没)“：【+Negation】[+Realization] Professor Nie”s belief is truly inspirational. Hence we pursue further, by judging from the time elements of the pre-Qin Chinese negation word system, to try to divide them into two main categories as well as five small sub-categories. We shall be deeply obliged to receive feedbacks in any forms as well as criticisms as to determine whether this classification is appropriate, correct and in particular with reference to the negation of judgment as a [-Time elements]; while the negation of the imperatives as a [+Time elements].

In spite of the benefits of English oral presentations on EFL learners' proficiency and competence, English presentations have not obtained much attention as instructional medium in the field of English education. With the belief that EFL learners' experience of English presentation performance can provide valuable insights for educators and researchers, this study intended to describe how EFL learners perceive their presentation performance through their reflective self-assessment. In particular, adopting Otoshi and Heffernen's (2008) rubric of evaluation, this study examined what a group of Korean EFL learners were concerned in regard to their presentation performances and how they evaluated them. The data collected were 41 reflective self-assessment papers written by 41 Korean college students. The papers were coded, categorized and interpreted. Findings showed that voice quality is the area the students in this paper were most concerned about. Negative evaluations of their presentation performance outweighed the positive evaluations except in the area of Power Point use. Lastly, rehearsal and visual aids education sessions as well as differentiating spoken and written English were suggested as instruction implications for educators.

본고는 동일한 통사적 양상으로 실현되는 RVC구문이 서로 다른 의미구조를 표상하고 있 음을 밝히고, 이들의 의미적 범주화를 시도하였다. 현대중국어에서 능격동사, 비대격동사로 분류되는 RVC는 논항구조와 의미역에 따라 ‘자동’과 ‘타동’, ‘사동’이라는 서로 다른 의미구조 를 형성한다. 특히 타동문과 사동문은 통사적으로도 동일한 결합가를 가지기 때문에 그 의미 적 차이를 판단하기가 어렵다. RVC 타동구조는 <AGENT, THEME>의 논항구조를 통해 단 일 사건 내에서 동작의 행위자와 대상의 역학 관계를 바탕으로 이루어진 의미구조이다. 반면, RVC 사동구조는 <CAUSER, CAUSEE>라는 두 논항을 취하여 복합사건 내에서 원인을 유 발하는 사동주와 이로 인해 결과사건을 필연적으로 발생시키는 피사동주의 작용 관계를 중심 으로 의미구조를 형성한다. 이에 본고에서는 두 구문의 논항관계와 의미역, 사건구조를 통해 RVC 타동문과 사동문의 의미적 구분 문제와 RVC 사동문의 의미적 특징을 조명하였다.

The Pressure Retarded Osmosis (PRO) is the next generation desalination technique and is considered as a eco-friendly energy. This was conducted to evaluate the effect of the temperature and pressure on the PRO performance. The flux of the permeation was measured under different operating conditions and estimated the power density. An improvement of PRO performance is depend on increasing solution temperature and optimum pressure. The effect of increasing feed solution temperature has stronger impact on the PRO performance comparing to the draw solution temperature. The reason of the results was due to the change of osmotic power, viscosity, water permeability and structure parameter(s).

This study aims to investigate the major themes and contents of studies on teaching English as an EFL in elementary schools in Korea since TEFLES (Teaching English as a Foreign Language in the Elementary School) was first introduced in elementary schools as a regular subject under the 7th National Curriculum in 1997. For the purpose of the study, a total of 218 research was examined in terms of the research methods, topics and main contents, and implications. The results of the study show that more than a half of the research was oriented toward quantitative approach. In addition, the main foci were the effects of certain tasks, pronunciation, dramatization, the use of a variety of multimedia materials on elementary school students" speaking skills. However, a large number of studies dealt with speaking skills in an integrated manner with other factors such as language skills, motivation, interests, and confidence. On the basis of the results, pedagogical implications on the teaching of speaking skills are suggested.

The purpose of the present study is to compare the use of discourse markers by pre-service training students and in-service training teachers in middle school contexts. For this purpose, 20 participants in each of the pre-service (PS) and in-service (IS) teacher groups were selected and their teaching was videotaped. Then, the data was transcribed with a focus on the use of discourse markers. The results of the study demonstrated that there was no significant difference in the use of macro-markers between the two groups. However, it is interesting that student teachers in the PS group used various expressions for elaboration a little more frequently than the IS group. In addition, significant differences were found in the use of micro-markers between the two groups in terms of segmentation and temporal markers. On the basis of the results, some pedagogical implications on the teaching of listening and teacher training are suggested.