2015년부터 2016년 동안 우리나라 공항에서는 수입검역과정에서 금지식물로 폐기된 실적이 17만건에 달하며 그중 인천국제공항은 12만건 이상으로 가장 높다(농림축산검역본부 PIS, 2016). 인천국제공항을 통해 반입되는 휴대 금지식물에서 금지해충(과실파리류, 나방류 등) 유입 가능성이 높음에도 불구하고, 금지식물에서 발생하는 해충에 대한 객관적인 정보가 부족한 실점이다. 이에 2018년 1월부터 2018년 6월까지 인천공항으로 반입되는 휴대식물 및 해충조사를 실시하였다. 총 27,948건의 휴대식물에서 검사를 진행하였으며 98국가에서 316 품목을 조사하였다. 그 결과, 91건의 휴대식물에서 해충이 검출되었으며, 익은 바나나 14건, 망고스틴12건, 구아바 12건, 망고 11건, 람부탄 9건, 슈가애플 8건, 파일애플 4건, 고추 3건 등에서 검출되었다. 반입국가는 베트남이 47건으로 가장 많았으며 태국, 필리핀, 인도네시아 순이였다. 검출해충은 깍지벌레과와 가루깍지벌레과가 포함된 노린재목이 76건으로 가장 많았으며, 파리목은 11건이며 그중 오리엔탈과실파리가 1건이고, 개미류가 8건을 차지하였다.

This study used focus group transcripts and blog entries to explore the experiences of five Korean community college students in a course designed to promote second language (L2) writing development. To provide an in-depth look at this experience from the learner’s perspective, the author was “embedded” in this writing course, taking on the role of participant-researcher. Through multiple readings and coding of data from focus groups and students’ shared blogs, five relevant themes emerged from the students’ discourse: internalization; depersonalization; simplification; bonding; and approbation. From consideration of the students’ perspectives on their experiences in the writing class, suggestions for improving the experience of Korean and other L2 writing students are proposed, including use of relevant and accessible writing topics. The cohesiveness established through the discussion activities in the current study may have benefited participants’ motivational and strategic adaptation, suggesting that such sharing of experiences could be helpful for L2 writing students.

The current study aimed to explore how students’ L2 writing self-efficacy and interest contribute to strategy use and writing performance. An exploratory factor analysis with 212 Korean college students’ self-reported motivation scores revealed three underlying constructs of self-efficacy, communicative interest, and instrumental interest. Subsequent multiple regression analyses indicated significant positive relations between self-efficacy and the five types of strategy use. Communicative interest appeared to positively contribute to use of planning,monitoring, and compensatory strategies. Instrumental interest was a predictor of retrieval and compensatory strategies. L2 writing strategy use was a statistically significant but minor contributor to L2 writing performance. The current study also suggests that students’ instrumental interest and communicative interest should be balanced. Further research is needed to identify mitigating effects of L2writing strategy use for motivation and performance development.

The current study aimed to describe overall trends in recent English second language (L2) academic writing research and to identify effective interventions. To support drawing defensible conclusions based on the literature dealing with L2 writing, only recent empirical articles dealing with academic writing for English-L2 college students published in peer reviewed journals were included. Fifty five English L2 writing articles met the criteria for inclusion. For the identification of effective L2 writing interventions, I discriminated if the studies provided L2 writing interventions and the relevance to L2 writing development. As a result of analyses based on themes emerging in the English L2 academic writing literature, I noted effective English L2 academic writing interventions. Those interventions were teacher feedback, self-regulatory learning, peer feedback, and technology use. The use of a variety of measures and incorporation of specificity about prompts into the studies was recommended and the developmental trajectory of L2 writers was suggested to be further studied.