• Speech Sciences
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• v.11 no.1
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• pp.131-145
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• 2004

The informative or important entities in utterances are focused and the focused items are usually accompanied by changes in phonetic manifestation. Phonetic realizations triggered by focus include changes of tonal contours as well as segmental strengthening. Focus in Korean is characterized by new phrase initiation, dephrasing, and initial tone contour with an enlarged pitch range in addition to segmentally lengthened initial segment. Focusing on the prosodic cues which play an important role in delivering the speakers' intention, this study aims to find out what intonational characteristics of Korean focus are realized by English learners of Korean. The English learners are divided into two groups according to their fluency in Korean, and the differences in focus realization between each group are discussed. Furthermore, the phonological and phonetic realizations of focus by English learners of Korean are compared to those by Korean native speakers. The results of this study yields two suggestions for Korean intonation education of L2 learners. First, the comparison between the two speaker groups can give better understanding in how and why the Korean intonation of English speakers is different from that of Koreans. Second, each phonological and phonetic characteristic of focus realization can weigh differently and its realization provides a criterion for evaluation of L2 Korean proficiency.

• Journal of Korean language education
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• v.29 no.4
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• pp.137-168
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• 2018

The purpose of this study is to prepare the basis for a more objective evaluation of oral fluency by comparing speech patterns of Korean native speakers and L2 Korean learners. For this purpose, the current study focused on the analysis of speech materials of the 21st century Sejong spoken corpus and Korean learner corpus. We compared the oral fluency of Korean native speakers and Korean learners based on speech rate, pause, and discourse markers. The results show that the pattern of Korean learners is different to that of Korean native speakers in all aspects of speech rate, pause, and discourse markers; even though proficiency of Korean leaners show increase, they could not reach the oral fluency level of Korean native speakers. At last, based on these results of the analysis, we added suggestions for setting the evaluation criteria of oral fluency of Korean learners.

• The Korean Journal of Pesticide Science
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• v.19 no.3
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• pp.218-229
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• 2015

The proficiency testing for the residue laboratories of pesticide registration was conducted in order to improve the reliability and the ability for pesticide residue analysis. On November 2012 the testing was carried out using the soil collected and kept as the moistened state for five years, which was expected to very low residue levels of pesticides. The soil was fortified with azoxystrobin, imidacloprid and methabenzthiazuron in a manner similar to prepare soil samples for indoor soil degradation test, and then sub-samples were prepared for the distribution to participants. Some of them were randomly selected for confirm of homogeneity and to ensure the stability of samples at room temperature. Samples were consisted of two soils treated as different levels, one of which was used to the assessment and another used to confirm. In addition, provided three standard solutions, respectively concentration of 10 mg/L, and untreated soil. Forty eight institutions submitted results. The medians of results were used as the assigned values for pesticide residues. Fitness for purpose standard deviation of proficiency test was calculated by applying 20% RSD as the coefficient of variation allowed in the soil residue test. Z-score was applied for evaluation of individual pesticides, and the average of the absolute value of the Z-score for the overall assessment of pesticides. Laboratories evaluated the absolute value of the Z-score less than 2 to fit the case of azoxystrobin were 48, imidacloprid and methabenzthiazuron 46.

• Research in Community and Public Health Nursing
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• v.9 no.1
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• pp.200-212
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• 1998

Breast cancer ranks as one of the major health problems of adult women. Studies have shown that the BSE educational program based on the Individually Prescribed Instruction Model is effective in BSE practice. To motivate women in BSE practicing, a one-group pretest-posttest design was conducted. The subjects of the study were 49 Women who participated in the educational program of BSE and were mothers of D middle school in D City. The instruments of study were a BSE frequency & proficiency recording chart and a BSE confidence scale developed by Elearnor. The data was collected from September 4 in 1997 to April 30 in 1998 and was analyzed with an SAS program. The results were summarized as follows : 1) Frequency scores in BSE practice in the posttest was significantly increased after the intervention as contrasted with that in the pretest(t=1.32, P<.01). 2) Proficiency scores in BSE practice in the posttest was significantly increased after the intervention as contrasted with that in the pretest (t = 1. 69, P<.001). 3) Confidence scores in BSE practice in the posttest was significantly increased after the intervention as contrasted with that in the pretes(t=l1.48, P<.01). 4) The Pearson correlation coefficient between BSE frequency scores and confidence scores in BSE practice was significant (r =.72, P<.001). On the basis of this study, it can be concluded that the BSE educational program has improved BSE compliance.

• Korean Journal of Clinical Laboratory Science
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• v.37 no.2
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• pp.65-70
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• 2005

Those specifications of the CLIA analytical tolerance limits are consistent with the performance goals in Six Sigma Quality Management. Six sigma analysis determines performance quality from bias and precision statistics. It also shows if the method meets the criteria for the six sigma performance. Performance standards calculates allowable total error from several different criteria. Six sigma means six standard deviations from the target value or mean value and about 3.4 failures per million opportunities for failure. Sigma Quality Level is an indicator of process centering and process variation total error allowable. Tolerance specification is replaced by a Total Error specification, which is a common form of a quality specification for a laboratory test. The CLIA criteria for acceptable performance in proficiency testing events are given in the form of an allowable total error, TEa. Thus there is a published list of TEa specifications for regulated analytes. In terms of TEa, Six Sigma Quality Management sets a precision goal of TEa/6 and an accuracy goal of 1.5 (TEa/6). This concept is based on the proficiency testing specification of target value +/-3s, TEa from reference intervals, biological variation, and peer group median mean surveys. We have found rules to calculate as a fraction of a reference interval and peer group median mean surveys. We studied to develop total error allowable from peer group survey results and CLIA 88 rules in US on 19 items TP, ALB, T.B, ALP, AST, ALT, CL, LD, K, Na, CRE, BUN, T.C, GLU, GGT, CA, phosphorus, UA, TG tests in chematology were follows. Sigma level versus TEa from peer group median mean CV of each item by group mean were assessed by process performance, fitting within six sigma tolerance limits were TP ($6.1{\delta}$/9.3%), ALB ($6.9{\delta}$/11.3%), T.B ($3.4{\delta}$/25.6%), ALP ($6.8{\delta}$/31.5%), AST ($4.5{\delta}$/16.8%), ALT ($1.6{\delta}$/19.3%), CL ($4.6{\delta}$/8.4%), LD ($11.5{\delta}$/20.07%), K ($2.5{\delta}$/0.39mmol/L), Na ($3.6{\delta}$/6.87mmol/L), CRE ($9.9{\delta}$/21.8%), BUN ($4.3{\delta}$/13.3%), UA ($5.9{\delta}$/11.5%), T.C ($2.2{\delta}$/10.7%), GLU ($4.8{\delta}$/10.2%), GGT ($7.5{\delta}$/27.3%), CA ($5.5{\delta}$/0.87mmol/L), IP ($8.5{\delta}$/13.17%), TG ($9.6{\delta}$/17.7%). Peer group survey median CV in Korean External Assessment greater than CLIA criteria were CL (8.45%/5%), BUN (13.3%/9%), CRE (21.8%/15%), T.B (25.6%/20%), and Na (6.87mmol/L/4mmol/L). Peer group survey median CV less than it were as TP (9.3%/10%), AST (16.8%/20%), ALT (19.3%/20%), K (0.39mmol/L/0.5mmol/L), UA (11.5%/17%), Ca (0.87mg/dL1mg/L), TG (17.7%/25%). TEa in 17 items were same one in 14 items with 82.35%. We found out the truth on increasing sigma level due to increased total error allowable, and were sure that the goal of setting total error allowable would affect the evaluation of sigma metrics in the process, if sustaining the same process.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.61-80
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• 2009

This study investigates the effects of different types of genre and tasks on college students' English listening comprehension. 104 college students were assigned to Argumentative (AG), Causal and Evaluation (CE), and Narrative (NA) group. They report their listening comprehension through gap-filling (GF), summary (ST), and multiple-choice comprehension task (MC). Results showed that different genre groups were significantly different on overall tasks. Moreover, results from each group also presented that different mean scores on each task indicated a statistical significance. Proficiency levels, higher and lower level group, showed a significant effect for the task on listening comprehension. The results of the statistical analysis, using One-way ANOVA indicated that genre significantly affects Korean college students' listening comprehension, and implied that listening comprehension sores for each genre were also substantially different. Different genre groups resented significant different in overall listening comprehension tasks.

• Phonetics and Speech Sciences
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• v.3 no.1
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• pp.77-83
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• 2011

The present study reports the results of an acoustic study of nasal assimilation at word boundaries in Chinese-Korean interlanguage. Twelve Chinese learners of Korean and four Korean native speakers recorded obstruent#nasal sequences in noun compounds and verb phrases, and their different production patterns were examined in detail. While nasalization of the word-final obstruents occurred only in 11.7% of the obstruent#nasal sequences for the Chinese learners, the Korean native speakers showed complete nasalization of those sequences. However, there was small, but consistent effect of learning on the production of external sandhi in L2, because there were shown to be differences in the rate of nasalization between the two proficiency groups of Chinese participants. On average, the intermediate level learners nasalized the target stops at the rate of 16%, and the beginning level learners showed the 7% nasalization rate. In addition, it was found that the context difference such as noun compounds versus verb phrases does not influence the nasalization pattern across word boundaries.

• Phonetics and Speech Sciences
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• v.12 no.3
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• pp.33-40
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• 2020

The purpose of this research was to find out the relation between Korean learners' English proficiency and the ratio of the length of the stressed vowel in a monosyllabic noun to that of the unstressed vowel in an article of the noun phrases (e.g., "a cup", "the bus", etcs.). Generally, the vowels in monosyllabic content words are phonetically more prominent than the ones in monosyllabic function words as the former have phrasal stress, making the vowels in content words longer in length, higher in pitch, and louder in amplitude. This study, based on the speech samples from Korean-Spoken English Corpus (K-SEC) and Rated Korean-Spoken English Corpus (Rated K-SEC), examined 879 English noun phrases, which are composed of an article and a monosyllabic noun, from sentences which are rated on 4 levels of proficiency. The lengths of the vowels in these 879 target NPs were measured and the ratio of the vowel lengths in nouns to those in articles was calculated. It turned out that the higher the proficiency level, the greater the mean ratio of the vowels in nouns to the vowels in articles, confirming the research's hypothesis. This research thus concluded that for the Korean English learners, the higher the English proficiency level, the better they could produce the stressed and unstressed vowels with more conspicuous length differences between them.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1255-1279
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• 2010

Much has already been learned about what goes on in the minds of second language writers as they compose, yet, oddly enough, until recently little in the L2 research literature has addressed writing and mental imagery together. However, images and imaging (visual thinking) play a crucial role in perception (the basis of mental imagery), in turn, affecting language, thinking, and writing. Many theorists of mental imagery also agree that more than just language accounts for how we think and that imagery is at least as crucial as language. All of these demands, to be sure, are compounded for EFL students, which is why I investigate EFL students' writing process, focusing on the use of mental imagery and its relationship to the writing. First I speculate upon some ways that imagery influences EFL students' composing processes and products. Next, I want to explore how and whether the images in a writer's mind can be shaped effectively into a linear piece of written English in one's writing. I studied two university undergraduate EFL students, L and J. They had fairly advanced levels of English proficiency and exhibited high level of writing ability, as measured by TOEFL iBT Test. Each student wrote two comparison and contrast essays: one written under specified time limitations and the other written without the pressure of time. In order to investigate whether the amount of time in itself causes differences within an individual in imagery ability, the students were placed under strict time constraints for Topic 1. But for Topic 2, they were encouraged to take as much time as necessary to complete this essay. Immediately after completing their essays, I conducted face-to-face retrospective interviews with students to prompt them for information about the role of imagery as they write. Both L and J have spent more time on their second (untimed) essays. Without time constraint, they produced longer texts on untimed essay (149 vs. 170; 186 vs 284 words). However, despite a relatively long period of time spent writing an essay, these students neither described their images nor detailed them in their essays. Although their mental imagery generated an explosion of ideas for their writings, most visual thinking must merely be a means toward an end-pictures that writers spent in purchasing the right words or ideas.

• Journal of Periodontal and Implant Science
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• v.48 no.1
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• pp.22-33
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• 2018

Purpose: The purpose of this study was to evaluate the efficacy of the modified plaque score (MPS) for assessing the oral hygiene status of periodontitis patients. Methods: A total of 116 patients were included in this study. After evaluation of the $L{\ddot{o}}e$ and Silness gingival index (GI), Silness and $L{\ddot{o}}e$ plaque index (PlI), O'Leary plaque control record (PCR), and MPS, patients were randomly assigned to either a conventional tooth brushing instruction (C-TBI) group (n=56) or a professional intraoral tooth brushing instruction (P-TBI) group (n=60). The MPS and clinical parameters were re-evaluated after scaling and a series of root planing. The convergent validity of MPS with the PlI and PCR was assessed. The measurement time for MPS and PCR was compared according to the proficiency of the examiner. Results: After root planing, the GI, PlI, PCR, and MPS improved from their respective baseline values in both groups. Three different plaque indices including the MPS, showed significant differences between the C-TBI group and the P-TBI group after root planing. The MPS showed significant concurrence with the PCR and PlI. The mean time for PCR measurement was $2.76{\pm}0.71$ times longer than that for MPS measurement after 2 weeks of training. Conclusions: MPS seems to be a practical plaque scoring system compared with the PlI and PCR. These findings suggest that repetitive plaque control combined with an easily applicable plaque index (MPS) may facilitate more effective oral hygiene education and improved periodontal health.