This study investigated the use of the amplifier very in high school English textbooks and native corpora by comparing its frequency distributions and collocation patterns. The native corpora, used as the reference of the study, were COCA and BNC, with their built-in sub-corpora further grouped into spoken and written corpora. The High School English Textbook Corpus (HSETC) was compiled from a total of 53 high school textbooks, with the spoken corpus (HSETC-S) from the texts in listening and conversation and the written corpus (HSETC-W) from the reading passages. Analyses using AntConc3.4.4 revealed no prominent differences between HSETC and reference corpora in the frequency of the amplifier very, while the written corpus (HSETC-W) had more occurrences contrary to the native corpora. The combination patterns and their occurrences of HSETC were slightly different from those of COCA and BNC with the gap increased with the spoken corpus (HSETC-S). Pedagogical implications and suggestions are made on ELT materials development and teaching practices.

Despite previous research on the use of the first-person pronoun in academic writing, it has rarely been studied in L2 writing and learner corpus research. In this study, the pronoun I was analyzed and compared between native speaking (NS) and Korean nonnative speaking (NNS) corpora of English argumentative writing samples. To identify differences in its discourse functions, three categories (essay commentator, experience provider and opinion provider) were formulated. The findings show that the normalized frequency of the pronoun was higher in the learner corpus. However, the pronoun occurred less frequently within individual essays but was found in more essays. Unlike the NS corpus, the opinion provider occurs more frequently than the experience provider in the learner corpus. For the opinion provider, Korean students usually selected the verb think. The present study suggests the need to develop students’ awareness of the discursive usage of the pronoun and expand their repertoire of metadiscursive devices.

L2 synonyms (and other related words) that are undifferentiated (i.e., are translated as the same word) in learners’ L1 are among the most difficult lexical items for L2learners to grasp. How to help students learn the appropriate use of these words has been a great challenge for L2 teachers. Drawing on recent research in corpus linguistics and corpus-based language teaching, this paper strives to show that corpus analysis can effectively differentiate synonyms and help L2 students successfully learn the appropriate use of the words in a synonym set. The paper begins with a brief overview of research on synonyms and their learning/use. Then using four sets of English synonyms/related words that are not differentiated in Korean, it discusses, with specific examples of learning activities and exercises, how corpus analysis and its results can be used to help learners differentiate these difficult words and grasp their usage patterns. The paper concludes with a summary of both the benefits and challenges of such a teaching approach and some strategies for dealing with the challenges.

This study aims to evaluate the practicality and reliability of the selection of derivational forms in Korean National Curriculum of English and examines the effect of the derivational regulation on government-authorized English textbooks used in middle and high school. The current National Curriculum issued the guideline for vocabulary use and selection in the textbooks and regulated derived words with 11 affixes not counted as new words (Chang, 2007). For the research, suffixed word list was developed based on high frequency 14,000 word families in BNC (Nation, 2004) and it was loaded onto the RANGE (Heatley & Nation, 2002). By using the developed suffix analysis tool, 28 newly revised textbooks from middle and high school curriculum were analyzed and three corpora including Brown Corpus, Open American National Corpus (OANC), and L2 corpus were investigated to suggest improved regulation of derivational forms. As a result, the guideline for the derivational regulation in the Curriculum is found to require more consistent research. For the purpose, four levels of graded suffixes were suggested for the future English curriculum revision.

This pa야r presents findings of a comparative analysis of the use of the word democnα:y as bino때aJs (e,g" democracy and freedom) in the US and South Korean newspa야r COlpora, The US corpus is 42 rnillion words comprising foreign news reports taken from the New York Times and the Washington Post from 1댔 to 2야3， The South Korean corpus consists of news articles from the Dong-A Ilbo and the Hankyoreh. The corpus covers the same period between the year 1999 and 2003 and is of a relatively modest size of 200 thou없nd words, The anaJysis has shown di fferences in the frequency of the noun phrases occurring as binornials with demαracy， While human rights-relat어 noun phrases are found to occur most frequently with democracy in the US corpus, it is obseπed that capitalism-related noun phrases occur most frequently in the South Korean corpus, It is a1so found that a number of evaluative and rhetorical functions are perfonned by the binornials of demαracy such as evaluating other countries on their political, sociaJ, and economic problems; criticizing actions 떠ken by the govemment and political oppositions; or stressmg paπnership with other countries,

This study investigates how language teachers' pedagogical concerns can find a suitable framework for learner corpora-based error analysis in English classes. It demonstrates the ways in which teachers can benefit from compiling learner corpora and the ways in which they can transfer learner corpus findings to pedagogy. By analyzing the learner corpora and investigating common patterns of learners' errors, teachers can gain insights into learners' interlanguage development and provide feedback in the form of remedial teaching to cater for learners' linguistic needs. Consequently, this will help classroom instruction to be more effectively focused. The method of this study is both quantitative and qualitative in that it starts with a word-based method of analysis and ends with a category-oriented display of results. In addition, some classroom concordancing activities are suggested to present the idea of recycling learners' language output and transforming the output into a new form of input which is assumed to be comprehensible to learners.

This study was carried out to compare the actual size(length and height) of ovaries, follicles and corpora lutea of Korean native cow with those on sonograms. We used 3 different probes(3.5 MHz abdominal probe, 6.5 MHz transvaginal probe and 5.0 MHz transrectal probe) and a calipher for measurements of ovaries, follicles and corpora lutea on sonograms and actual size. Under water immersion, 157 ovaries were scanned with 3 probes and measured in actual size and compared each other. The average height and width of ovaries of Korean native cows were 17.403.99 and 34.236.02mm, respectively. In comparison of height, length of ovaries and preovulation follicles, we found that image with a transvaginal probe was nearly the same as the actual size(p<0.01), but with an abdominal probe the image was appeared larger than the actual size. In measurement(diameter) of preovulation follicles the transvaginal probe was proven to be more accurate to the actual size than other probes and in corpus luteum measurement all probes were accurate. In the comparison of number of follicles by different size ranges, there was no statistical difference in the count of follicles over 10 mm in diameter between the transvaginal probe and naked eyes.

큰포식세포나 혈관의 내피세포 등에서 분비되는 monocyte chemoattractant protein-1(MCP-1)은 큰포식세포의 활성을 조절하고 황체의 용해시기에는 용해를 개시, 촉진시키는 작용을 하는 것으로 알려져 있다. 그러나 아직 임신 황체나 출산 후의 황체의 발달과 유지에 대한 MCP-1의 작용기전은 확실히 알려져 있지 않다. 난포발달과정에서 큰포식세포의 역할을 알아보기 위해서 흰쥐를 실험동물로 임신시기별, 출산 후 황체에서 TUNEL 염색