• International Journal of Contents
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• v.10 no.4
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• pp.48-52
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• 2014

The purpose of this study was to examine 30 logical connectors in the essay writing of Korean university students for comparison with the use in similar types of native English writing. The main questions addressed were as follows: Do Korean EFL students tend to over- or underuse logical connectors? What types of connectors differentiate Korean learners from native use? To answer these questions, EFL learner data were compared with data from native speakers using computerized corpora and linguistic software tools to speed up the initial stage of the linguistic analysis. The analysis revealed that Korean EFL learners tend to overuse logical connectors in the initial position of the sentence, and that they tend to overuse additive connectors such as 'moreover', 'besides', and 'furthermore', whereas they underuse contrastive connectors such as 'yet' and 'instead'. On the basis of the results of this study, some pedagogical implications are made concerning the need for teaching of the semantic, stylistic, and syntactic behavior of logical connectors.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.1-39
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• 2023

Recent research in usage-based Second Language Acquisition has provided new insights into second language (L2) learners' development of formulaic language (Wulff, 2019). The current study examines the use of phrase-frames, which are recurring sequences of words including one or more variable slots (e.g., it is * that), in written and oral production data from Asian learners of English across four proficiency levels (beginner, low-intermediate, high-intermediate, advanced) and native English speakers. The variability, predictability, and discourse functions of the most frequent 4-word phrase-frames from the written essay and spoken dialogue sub-corpora of the International Corpus Network of Asian Learners of English (ICNALE) were analyzed and then compared across groups and modes. The results revealed that while learners' phrase-frames in writing became more variable and unpredictable as proficiency increased, no clear developmental patterns were found in speaking, although all groups used more fixed and predictable phrase-frames than the reference group. Further, no developmental trajectories in the functions of the most frequent phrase-frames were found in both modes. Additionally, lower-level learners and the reference group used more variable phrase-frames in speaking, whereas advanced-level learners showed more variability in writing. This study contributes to a better understanding of the development of L2 phraseological competence.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.133-152
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• 2010

There is disagreement, among researchers, on the benefits of corrective feedback on L2 learners' written output. Some scholars advocate the usefulness of corrective feedback while some claim that error correction is ineffective and even harmful. So far, however, research outcomes cannot settle this debate. Based on this debate, this study examines whether there is a difference among diverse types of feedback on the effects of L2 learners' writing improvement. This study found that teacher's direct feedback was more effective than any other types of feedback on the effect of participants' writing improvement. In particular, teacher's direct feedback helped their improvement on grammar, mechanics, and form. Among the types of peer feedback, self-correction was the most effective. In teacher feedback, form-focused feedback had more effects than content-focused feedback, but no difference with regard to peer feedback. In addition, teacher's content-focused feedback was more effective than peer's content-focused feedback. Overall, in all types of feedback, teacher feedback was more effective than peer feedback. However, direct (form-focused) feedback was the most effective in teacher feedback, and self-correction in peer feedback. The least effective feedback in both teacher and peer feedback was indirect (form-focused) feedback, which is simple underlining of errors.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.37 no.9
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• pp.31-37
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• 2000

An angular selectivity through the focused readout beam is geometrically analyzed and experimental results are presented. Based on the analysis of geometrical results, we derive a new relation that the angular selectivity depends on incident conditions of the readout beam and independent on the writing conditions. In order to demonstrate our theory, we investigate angular selectivity as functions of following factors: writing beam incident angle, readout beam width and lens focal length. From the experimental results, it is shown that the angular selectivities are 2.632$^{\circ}$, 2.618$^{\circ}$, 2.604$^{\circ}$ when the external half-crossing angles of writing beam are 8$^{\circ}$, 10$^{\circ}$, 14$^{\circ}$, respectively. Applying the same incident angle of the recording beam, angular selectivity is changed by the control of readout beam width and then their properties are 2.632$^{\circ}$, 0.588$^{\circ}$. From these results, we have known that the angular selectivity is very critical to incident conditions of readout beam.

• Journal of English Language & Literature
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• v.56 no.2
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• pp.329-356
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• 2010

Coleridge's fame as a poet rests on the achievement of the mystery poems, "The Anceint Mariner," "Kubla Khan," and "Christabel." Coleridge's achievement in "Christabel" goes far beyond what previous critics have imagined. Coleridge is one of a handful of great writers who are included as representatives of androgyny. Throughout his life, Coleridge was accustomed to point out feminine qualities within himself. "Christabel" exemplifies the kind of writing contemporary feminist theories call l'écriture féminine. L'écriture féminine is not necessarily the creation of women but may rather be the works of those who refuse to identify with the father and the laws of paternal discourse. "Christabel" becomes Coleridge's most daring symbolic story. "Christabel" appears in its full significance as a vehicle for some profound insights into the dynamics of relationships between men and women, fathers and daughters. Through her deformity, Geraldine is actually the casualty of her father's hatred of women, and is the embodiment of all its anti-virtual aspects. The poem shows no bitterness against women, only compassion and remorse. Coleridge is sympathetically presenting Christabel's suffering as a woman at the hands of an overmastering man. Also, "Christabel" demonstrates woman power as well. In fact, the one person whose tales have any real effect within this narrative is the ambiguous Geraldine. Geraldine excels at story-telling, at making words act for her. Perhaps, despite the appearance of the surface, in which men hold all the cards, it is in fact women, or the feminine, so necessary to procreation and creativity, who hold sway here. This apparent dominion of the feminine derives at least partly from Coleridge's use of the conventions of that feminine genre, the Gothic romance. L'écriture féminine is a concept defined by its divergence from a dominant cultural norm. One may speculate that the fragmentary state of "Christabel" and "Kubla Khan" is in fact congruent with this mode of writing. If these poems imply a theoretical écriture féminine, they are by definition "incomplete," for completeness is a standard of patriarchal language and culture. More perplexing even than the other "mystery poems," "Christabel" is the true fragment of the three.

• Asia Pacific Journal of Corpus Research
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• v.1 no.2
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• pp.27-39
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• 2020

This paper examines the frequency and distribution of the so-called "non-discourse marker functions" of so in essay writings produced by 200 L1 English speakers and 1,300 EFL learners in China, Japan, Korea, and Taiwan. Based on the data drawn from the International Corpus Network of Asian Learners of English, this study compares EFL learners and L1 English speakers' uses of so, identifying four grammatical uses, as (1) an adverb, (2) part of a fixed phrase, (3) a pro-form, and (4) a conjunction phrase specifying purpose. This study aims to show the wide variability among EFL learners with different L1s, identifying the tendency of usage both common among and specific to the sub-groups of EFL learners. The findings suggest that the learners demonstrate patterns distinctively different from those of L1 English speakers, indicating an underuse of so as a marker expressing "purpose" and an overuse as part of fixed phrases. Compared to L1 English speakers, the learners also tend to overuse so in the discourse marker functions, regardless of their L1s. The study proposes pedagogical implications focusing on discourse flow and diachronic aspects of so in order to understand its multifunctionality, although the latter is primarily suggested for advanced learners.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.38 no.8
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• pp.869-874
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• 2014

It is possible to fabricate a three-dimensional (3D) shape using the solid freeform fabrication (SFF) technology. However, there are several problems in applying conventional SFF technologies to the direct manufacturing of a product. Hence, multimaterial SFF is gaining attention. Moreover, a 3D circuit device that is different from a conventional two-dimensional PCB can also be fabricated using multimaterial SFF. In this study, a hybrid system using fused deposition modeling and direct writing was designed for 3D circuit device fabrication.

• Asia Pacific Journal of Corpus Research
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• v.2 no.2
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• pp.17-29
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• 2021

The current study explores small corpora of critiques written by Chinese and non-Chinese university students and how strategies used by these writers compare with high-rated L1 students. Data collection includes three small corpora of student writing; 20 student critiques in 2017, 23 student critiques from 2018, and 23 critiques from the online Michigan MICUSP collection at the University of Michigan. The researchers employ Text Inspector and Lexical Complexity to identify university students' vocabulary knowledge and awareness of syntactic complexity. In addition, WMatrix4® is used to identify and support the comparison of lexical and semantic differences among the three corpora. The findings indicate that gaps between Chinese and non-Chinese writers in the same university classes exist in students' knowledge of grammatical features and interactional metadiscourse. In addition, critiques by Chinese writers are more likely to produce shorter clauses and sentences. In addition, the mean value of complex nominal and coordinate phrases is smaller for Chinese students than for non-Chinese and MICUSP writers. Finally, in terms of lexical bundles, Chinese student writers prefer clausal bundles instead of phrasal bundles, which, according to previous studies, are more often found in texts of skilled writers. The current study's findings suggest incorporating implicit and explicit instruction through the implementation of corpora in language classrooms to advance skills and strategies of all, but particularly of Chinese writers of English.

• Imaging Science in Dentistry
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• v.53 no.2
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• pp.175-176
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• 2023

• Journal of the Korean Institute of Telematics and Electronics D
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• v.35D no.6
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• pp.63-71
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• 1998

In this paper, we experiment the characteristics of coupling coefficient, gain, diffraction efficiency and dependence of time determined by TWM(Two-Wave Mixing), using Fe-LiNbO$_3$ crystal(doped with 0.015Wt.%). From these results, we proposed to apply for optical memory application. The highest coupling angle of 14。 and maximum coupling coefficient of 6.9$cm^{-1}$ / are obtained at 514.5nm wavelength. Also, maximum diffraction efficiency is 54.13% when intensity ratio and writing beam incident angle are 0.1 and 14o, respectively. After fixing process, diffraction efficiency is 21.4%. As an example, we demonstrated the writing and reconstruct optical data using spatial light modualtor and angular multiplexing in most optimal condition.