The present study presents an experiment in which online acronyms, formed from common fixed phrases or formulaic expressions, and in common usage in English medium computer-based communication, were presented to Korean university-level learners placed into either a control group or treatment group which was given instruction into the expansions and meanings of the acronyms. Their knowledge of the target vocabulary was measured using the Vocabulary Knowledge Scale (VKS) test in a pre-, post-, delayed post-test format. The pre-test results showed relatively little awareness or familiarity with the target online acronyms for either group. Repeated measures ANOVA analysis did not show differences between pre-test and immediate post-test scores for the control group, although the delayed post-test did show a significant improvement. The treatment group showed significant and robust gains in both immediate and delayed post-tests. Comparison between the groups wa s done by one-way ANOVA. This showed significant differences in gains between control and treatment groups, with a large effect, suggesting that brief explicit instruction sessions could result in large gains. Implications of the study findings for educators and learners are discussed.

This study examined subject-auxiliary inversion errors in wh-questions produced by 88 Korean EFL elementary learners, focusing on whether types of wh-words and auxiliaries could affect inversion acquisition and whether explicit instruction on movement rules could facilitate this process. Guided writing tasks were used as a pretest and a posttest to analyze influence of wh-words and auxiliaries on learners’ inversion in the pretest and effects of instruction on movement rules in the posttest. Results showed that both whwords and auxiliaries significantly influenced learners’ inversion acquisition. Learners struggled more with why-questions than with what-questions, which were selected as representatives of adjunct and argument wh-questions, respectively. More inversion errors occurred in wh-questions requiring do-support than in those involving auxiliary be or modal will, although no significant difference was found between be and will. Experimental lessons with brief explicit instruction on auxiliary movement during regular classes significantly improved learners’ inversion accuracy, particularly in dosupport questions, which posed the greatest challenge in the pretest.

일반적으로 적합직교분해(proper orthogonal decomposition, POD) 기반의 침습적(intrusive) 차수축소모델(reduced order model, ROM)을 활용하면 구조 시스템의 전체 자유도를 크게 줄이고 외연적 시간 적분법에서 해의 안정성을 만족하는 임계 시간 간격을 증가 시킬 수 있다. 따라서 본 연구에서는 POD-ROM을 활용하여 Voronoi-cell 격자 요소로 이산화된 구조 시스템의 축소와 이에 따른 외연 적 시간 적분법의 임계 시간 간격 및 해석 정확도 변화를 살펴보았다. 또한 지진하중과 같은 불규칙한 하중 이력을 받는 구조물 응답 해석에 POD-ROM을 적용하였다. 해석 결과 ROM을 통해 해의 정확도를 충분히 확보하면서 연산 시간을 크게 단축할 수 있음을 확인 하였다. 또한 POD-ROM과 VCLM의 연계 방안의 적절성을 확인하였다. 향후 해당 연구는 고정밀 대용량 동적 구조해석의 실용성을 높이고, 설계 변수에 따른 구조물 동적 거동의 실시간 예측을 위한 기반 연구로 활용될 수 있다.

Spent nuclear fuels should be safely stored until being disposed and dry storage system is predominantly used to retain the fuels. During long-term storage, there are several mechanisms that could result in the degradation of spent nuclear fuels, and the temperature is the most important parameter to predict and estimate the degradation behaviors. Therefore, thermal analysis to estimate temperatures of spent nuclear fuel and the storage system should be performed to evaluate whether the temperatures exceed safety limit. Recently, thermal hydraulic analysis with CFD codes is widely used to investigate the temperature of spent nuclear fuel in dry storage. Herein, Explicit CFD analysis model is introduced and validated by estimating the thermal hydraulic response of the dry storage system that is Dry Cask Simulator (DCS). Extended Storage Collaborating Program (ESCP) led by the Electric Power Research Institute (EPRI) is organized to assess degradation effects of spent nuclear fuel during long-term dry storage, and DCS is the first phase of the program. The dry storage system, containing a single BWR assembly in a canister, was designed to produce validation-quality data for thermal analysis model. ANSYS FLUENT is used to simulate DCS, and the test condition of 0.5 kW decay heat and 100 kPa helium pressure was investigated in this study. In case of peak cladding temperature (PCT), PCT from the experiment was 376 K while that of CFD was 374 K. It implies CFD simulation gives good agreement with experimental measurement. Peak temperatures of channel can, basket, canister and shell predicted by CFD simulation also show good prediction and the discrepancies were less than 7 K while measurements uncertainty was 7 K.

The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions (for and since), subjunctive moods, dative alternations, quantitative adjectives (many and much), gerunds, and third-person singular -s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.

This study investigated intra-learner variation in the effects of implicit and explicit focus on form (FonF) on second language (L2) acquisition of the English passive, an interface construction. The study employed a pretest-posttest-delayed posttest design, with five treatment sessions between the pretest and posttests. Implicit FonF was operationalized as textual enhancement (TE), and explicit FonF as consciousness-raising (C-R). Five different outcome measures were utilized to examine the respective treatment effects on the form, meaning, and function of the passive. Data were collected with four Korean high school students, two engaging in TE and the other two in C-R, whose developmental routes through the experiment were analyzed quantitatively and qualitatively. The results of the analysis showed that implicit and explicit FonF led to differential variation within each learner, not only across the outcome measures but also over time, yet were suggestive of a potential benefits to each for the different domains encompassed in the passive. These results are further discussed in relation to the learners’ proficiency levels and the types of errors they produced.

In the present work, an explicit finite element analysis technique is introduced to analyze the thermal stress fields present in the additive manufacturing process. To this purpose, a finite element matrix formulation is derived from the equations of motion and continuity. The developed code, NET3D, is then applied to various sample problems including thermal stress development. The application of heat to an inclusion from an external source establishes an initial temperature from which heat flows to the surrounding body in the sample problems. The development of thermal stress due to the mismatch between the thermal strains is analyzed. As mass scaling can be used to shorten the computation time of explicit analysis, a mass scaling of 108 is employed here, which yields almost identical results to the quasi-static results.

During the last decades, consumers have become increasingly concerned about social and environmental issues (Cone, 2009; Kleanthous, 2011) and “want the brands they use to reflect their concerns and aspirations for a better world” (Bendell and Kleanthous, 2007, p. 5). Ethical and environmental consumerism has become a mainstream phenomenon in contemporary consumer culture (Doane, 2001; Low and Davenport, 2007) and consumers either reward or punish companies that stress or ignore the importance of social and environmental excellence (Grail Research, 2010). From a firm perspective, investing in activities promoting sustainable development is increasingly recognized as an important source of competitive advantage (Porter and Kramer, 2006) and demonstrates a differentiator in most of the industries. According to a study conducted by the United Nations Global Compact and Accenture nearly 97% of the participating CEOs see sustainability as important to their company’s future success (UN and Accenture, 2016). The main reason and motivation to take action in sustainability issues is not the potential for revenue growth and cost reduction but rather the enhanced performance of the brand, trust and reputation (Lacy et al., 2010). Hence, financial rewards seem not to be the prioritized key driver for sustainability-oriented actions, since most companies are not able to explicitly quantify the benefits of their activity (UN and Accenture, 2016). But even though ethical and environmental issues have become an essential component for the evaluation and selection of brands and potential consumers may care about ethical issues, they are unlikely to compromise on traditional product attributes, such as value, quality, price, and performance (Chen and Chang, 2012). Accordingly, examining the influence of a brands sustainability orientation - as perceived by consumers - on brand related factors such as brand reputation and perceived brand value is of special importance for marketing research and practice. For that reason, the present paper examines the effect of brand sustainability on brand reputation and customer perceived value of a brand. Therefore, a measurement instrument was developed, that considers implicit and explicit pathways of human information processing and thus combines conscious and unconscious evaluations of a brands sustainability. Finally, the transfer from a positive customer evaluation to brand performance in terms of brand-related perception and brand-related behavior is examined.

이 논문에서는 스펙트럴 요소법과 외연적 시간적분법을 이용해 SH파의 전파 거동을 계산하는 수치해석 기법을 제시한다. 2차원 영역에서의 탄성파 해석을 위해 해석영역을 유한 영역으로 한정하고 파동이 반사되지 않도록 수치적 파동흡수 경계조건인 perfectly matched layer(PML)를 도입하였다. PML이 포함된 시간영역 파동방정식의 유한요소해법을 위해 스펙트럴 요소법을 적용하였고 Legendre- Gauss-Lobatto 수치적분법을 사용하여 질량행렬을 대각화하였다. 2차 미분방정식 시스템의 파동방정식을 1차 미분방정식 시스템으로 변환하였고 병렬화를 통한 탄성파 해석 성능의 최적화를 위해 외연적 시간적분법인 4차 Runge-Kutta 방법을 이용해 해석영역에서의 변위응답을 계산하였다. 2차원 해석영역에서 SH파의 전파 거동을 계산하는 수치예제를 통해 제시한 외연적 스펙트럴 요소법의 정확성을 검증하였고 PML로 인한 반사파의 감쇠효과를 확인하였다. 외연적 시간적분법을 통한 탄성파 해석 기법은 3차원 영역과 같은 대규모 문제에서의 탄성파 수치해석을 효율적으로 수행할 수 있을 것으로 기대된다.

This study investigates the use of the English definite article by Korean middle school students and examines the effects of explicit instruction on the article. Two hundred and seventy-two Korean middle school students were instructed on the core meaning of the definite article, identifiability, through a processing instruction method and were tested on their uses of the target form before and after instruction. The pretest results show that the various non-generic uses of the English definite article pose different levels of difficulty for Korean middle school learners of English. The comparison between the pretest and posttest results confirm the positive effect of teaching the core meaning of the definite article. All in all, the study shows that the non-generic use of the English definite article is teachable through the introduction of its core meaning in the EFL classroom. It provides substantial empirical evidence for the facilitative role of focus on form instruction in the acquisition of definite article in an EFL context.

This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

Sports Sponsorship is considered to provide a highly valuable communication environment for companies to leverage brand equity. However, effectiveness evaluations of sponsorship activities mainly focus on explicit self-reports or focus interviews. Such communication evaluations do not take into account research from psychology demonstrating that associations and judgments are often activated and strongly influenced by implicit (automatic) processes, with no (or only little) conscious awareness of such information processing. Against that background, the goal of the current work is to shed further light on the impact of in-game advertising as innovative sponsor-linked marketing tactic on the dual brand knowledge–incorporating both implicit and explicit information processing–as key success indicator of sport sponsorship.

L2 learners’ target language use has been examined for various purposes, including assessment of the learners’ proficiency and examination of the process of language learning. That is, target language use in the real life tasks on the level as automatized as that of native speakers represents the goal of L2 learning. More importantly, however, target language use has been proposed as a process that provides the learning opportunities, particularly since 1980s by communicative approach to SLA. Until the learners can communicate effortlessly without being conscious of the form of the language, how learners’ attention and awareness are or should be directed to the language form and meaning has been an important issue among the recent SLA theories, summarized as the interface/non-interface debate. This paper discusses how different major SLA theories view learners’ attention and awareness of language form during language use and how it has been measured for both process and result research. Finally, a recent neurobiolobical SLA model is introduced in terms of its methodological and theoretical contribution to SLA research.