Errors with be, whether whether whether whether whether whether whether whether omission omission omission omission omission omission omission omission (e.g., John happy) or overuse (i.e., be-insertion; e.g., John is love Mary), have received particular attention in L2 acquisition studies exploring L1 transfer. This study investigates such errors in the context of L3 acquisition, focusing on L1 transfer. L1-Chinese (n = 34) and L1-Russian (n = 34) children with L2 Korean completed an elicitation production task designed to explore their use of English be. The study resulted in two main findings. First, L1-Russian children showed more omission errors than proficiency-matching L1-Chinese children, possibly due to an L1 transfer given that copula in Russian are dropped in the present tense. Second, L1-Chinese learners used be-insertion more frequently than proficiency-matching L1-Russian children, possibly due to using be for more functions (as a topic marker and an inflectional morpheme), as other research has shown for L2-English learners with topic-prominent L1s. Based on the findings, the study discusses some pedagogical implications.

The purpose of this study is to develop a method to assess the expected damage and loss of vehicle by flood disaster. To this end, we designed the inventory (exposure) DB to define spatial location and distribution by vehicle type, and presented the construction procedure of inventory DB. Vehicle asset value required for quantifying loss was taken into account depreciation in the replacement cost of each representative vehicles. The vehicle vulnerability curve is used to analyze the percent damage due to flood depth. It is classified the vehicle into three types based on the vehicle height, developed the vulnerability curve from the opinion of the expert group. The method proposed in this study is part of f lood loss assessment model. It will be used for flood risk assessment and economic analysis of flood mitigation projects.