The present study examined the comparative role of vocabulary and grammar in different test measures of L2 reading comprehension. A total of 83 students were asked to take three reading tests with a different technique each (multiple-choice, cloze, and recall), a vocabulary test, and a grammar test, and to respond to a questionnaire. The findings were as follows: 1) learners’ reading performance differed across the three reading test measures, and the two language variables exerted different influences in L2 reading as measured by the cloze test technique; and 2) concerning the comparative contribution of the two language variables to L2 reading comprehension according to learners’ L2 proficiency, the contribution was significant exclusively in the recall test, and it varied depending upon their L2 proficiency. This research demonstrates the importance of taking into account the type of test techniques in studies of the relative role of vocabulary and grammar knowledge in L2 reading.

The purpose of the current study is to examine 123 English reading-related articles published in English Teaching from 1965 to 2014 in order to consider what has been studied in English reading and how, and to gain insight into what has to be studied and how from now on. To fulfill this purpose, the articles were analyzed in terms of basic data, research methods, and research themes across four time periods. In accordance with the findings, it has to be admitted that English reading-related research has made notable, impressive advances in quantity and quality. In particular, it is notable that research methods and themes have been diversified and expanded across the periods. For further development, it is required for researchers' ceaseless endeavor to explore ongoing issues and troublesome gaps in English reading research and to establish a theoretical and practical framework for reading research in Korean EFL context.

This study examined how Chinese college students react to their writing teachers’ corrective feedback (CF). A total of 1,077 students completed a survey questionnaire consisting of two parts: participants’ general information and their reactions to teachers’ CF. It was found that students had positive feelings towards CF, and that they gave the most attention to the problems at the micro-level. They believed that teacher CF could help them greatly with revision in organization, vocabulary, and grammar, but that it was not so helpful with problems in content. Failure to comprehend or make corrections based on their teacher CF was reported. In such cases, some students tended to employ very limited strategies, or they responded to CF in a passive manner. Accordingly, it is suggested that further qualitative research also be conducted to obtain a fuller and finer picture of students’ reactions to their teacher’s CF on their writings.

This study examined how four different constructed response formats of reading comprehension tests (cloze, recall, summary, and translation), developed based on the two texts with different reading difficulty, exert effects on EFL students’ reading test performance; and also investigated how those effects, if any, are differentiated with respect to the participants’ language proficiency levels. The total of 437 college students (220 male and 217 female students) participated in the current study. The test data was submitted to statistical treatment. The findings were that the four different response formats assessed different aspects of reading comprehension; the two texts with different text difficulty elicited different reading comprehension performance; and there were complicated interactions between the two variables of response format and text difficulty across the participants’ language proficiency levels. It is suggested that classroom teachers have to take it into consideration when planning to develop a reading comprehension test for EFL learners: how to choose reading texts that will be included in the test, considering an appropriate level of text difficulty and test formats to be engaged in order to assess students’ reading comprehension ability more accurately.

The present study was designed to probe pedagogical viability of extensive reading as an effective alternative in English reading instruction. To accomplish the purpose, an English book club was formed, consisting of 40 high school students. The book club activity was held during four months of summer and winter vacations in 2009. The participants were encouraged to freely write anything in their reading logs they felt while reading. The reading logs and interviews were analyzed. They revealed effects of extensive reading and changes of the readers' cognitive and affective reading processes. According to the results, 1) extensive reading has potential to be a successful alternative in English reading instruction; 2) the readers could experience “amusement” and “absorption” by reading sufficient books with the i−1 level; and 3) extensive reading enabled them to choose their ways of reading and to be responsible for their choices.

We have developed a 5GHz continuum receiver system. The receiver is a direct type receiver. In order to reduce the noise due to the fluctuation of the gain in the amplifiers, the system employs the Dicke switching method. We made the 5GHz low-noise amplifier and the bandpass filter. The low-noise amplifier gives ∼35dB ∼35dB gain and has ∼210K ∼210K noise temperature. The bandpass filter has a passband between 4.3 and 5.4GHz. We also made switch driver, video amplifiers, phase detector, and integrator. Using a 1.8 meter offset parabolic antenna, we measured the efficiency of the system. Since the antenna does not have a driver to track objects, observations were performed with the antenna fixed. The measured noise temperature of the system is ∼650K ∼650K . From the observation of the blank sky, noise level was measured. It was found that the systematic noise(∼0.5K ∼0.5K : peak to peak value) is much larger than the thermal noise. The systematic noise is possibly related to the stability of the DC power supplied to the receiver system. Besides the noise of the system, it was found that the airplanes are the very serious noise sources. We measured the radio flux of the Sun using the developed system. The observed radio flux of the Sun is ∼106Jy ∼106Jy , which is close to the known value of the quiet Sun. The test observation of the Sun shows that the angular beam size of the antenna is ∼2.2∘ ∼2.2∘ .