Bryopsis africana and Pyropia kinositae are reported for the first time on the list of Korean marine algal flora based on integrated morphological-molecular study. Bryopsis africana from Korea is recognized with distinct main axes, robust thalli, pinnately and radially branched above, and basally denuded. Phylogenetic analyses revealed that B. africana was placed within a clade of Bryopsis. Bryopsis africana differs from B. corymbosa by 2.7% gene sequence divergence. Pyropia kinositae is characterized by oblong to lanceolate thalli, entire margin, purplish red in color, twice as long as broad cells in transversal section view. Phylogenetic analyses revealed that P. kinositae was placed within a clade of Pyropia. Pyropia kinositae differs from P. tenera by 1.5-1.8%, P. ishigecola by 1.2-1.3%, and P. yezoensis by 1.5-1.8% gene sequence divergence respectively.

Detailed morphological studies and molecular analyses based on plastid-encoded rbcL gene sequences were undertaken on Peyssonnelia species, a poorly known genus from Korea. We report new records for the Korean coast, Peyssonnelia harveyana and P. rumoiana. Peyssonnelia harveyana is chiefly characterized by P. rubra-type anatomy, closely packed perithallial filaments in firm matrix, hypothallial filaments arranged in parallel rows, thalli with appressed margins, hypobasal calcification, and unicellular rhizoids. Peyssonnelia rumoiana is principally characterized by two vegetative features, hypothallial filaments arranged in a polyflabellate layer, and perithallial filaments arising from the whole upper surface of each hypothallial cell (Peyssonnelia rubra-type anatomy). Our rbcL analyses revealed that P. harveynana and P. rumoiana were placed within a clade of Peyssonnelia. We also propose the new combination, Sonderophycus cauliferus comb. nov., for previous Peyssonnelia caulifera. Phylogenetic analyses revealed that our S. cauliferus was placed within a clade of Sonderophycus.

This study examines the relationship between students’ perceptions of learning contexts and motivation to learn English in Korea. Three categories of contexts were operationalized: the transnational context as learners’ international interest including study-abroad desires, the national context as awareness of English learning to prepare for CSAT (College Scholastic Ability Test) and their classroom experience as the last category. A total of 433 high school students were assessed on measures of L2 learning goals, perception of contexts, self-reported L2 proficiency and motivational intention in the questionnaire, followed by focal participants’ interviews and essays. The statistical analyses show that transitional and classroom categories are statistically correlated with motivational intention. However, the national context is negatively correlated with actual motivation. Multiple regression analyses found that the transnational category is the best predictor for motivational intention, while the national category involves the least significant predictor. The students’ classroom experience is also a meaningful, milder than transnational, predictor. Synthesized results of both quantitative and qualitative data suggest that L2 motivation is more of a sociolinguistic construct that should be construed in relation to multiple social contexts. Findings also suggest Dörnyei’s (2005, 2009) notion of the ideal L2 self can better explain the complexity of L2 learning motivation, whereby the integrative-instrumental dichotomy loses its explanatory power.