• English Language & Literature Teaching
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• v.16 no.3
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• pp.59-80
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• 2010

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.77-98
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• 2005

The purpose of the study is to investigate whether focus-on-form instruction is effective in promoting accuracy in writing and to make some suggestions regarding education in business English writing. For this purpose, an experiment, of which the participants were 29 college sophomores taking a course in business English, was made. The learners received instruction in the English nouns followed by modificatory phrases or clauses through the focus-on-form techniques, feedback and explicit explanation. The results were as follows: First, the learners who received focus-on-form instruction improved accuracy in writing. Second, there was a correlation between the learners' English proficiency levels and the effects of focus-on-form instruction. Third, the high level learners showed more positive attitude toward focus-on-form instruction than the low level ones. To promote accuracy in written business communication, the following suggestions were made on the basis of the results: First, focus-on-form instruction should be incorporated into a content-based business English class. Second, repeated focus-on-form instruction is needed. Third, learners' English proficiency levels should be taken into account when focus-on-form instruction is given.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.39-53
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• 2002

Recently much research has investigated the role of attention in L2 learning, comparing the effects of explicit learning with those of implicit learning. With this background the research aims at examining the effects explicit focus on form has on L2 learning based on the acquisition of the English article system. The participants were 70 Korean college students who enrolled in English Composition classes. The experimental group received explicit focus on form including grammatical explanation, input enhancement, output practice, and negative evidence (corrective feedback) for two weeks, while the control group was exposed to sufficient input and negative evidence. Completion tasks were administered at the beginning and the end of the semester. In addition, errors in the use of English articles were analysed on their compositions both before and after the different treatments. The analyses of the results show that the explicit focus on form group improved significantly more than the control group, particularly for the definite article 'the', and some changes occurred in the distribution of article errors. These findings suggest that explicit teaching plays a more contributory role than implicit teaching in acquiring L2 knowledge in classroom-based L2 learning.

• Journal of Korean language education
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• v.29 no.3
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• pp.197-225
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• 2018

The purpose of this study is to compare the difference in the interactions between beginning language learners and heritage learners on their forms based on the interaction hypothesis. In this study, three types of information gap activities were used to analyze Language Related Episodes (LREs) while investigating the interaction patterns in language use between four pairs (eight learners) of foreign learners and four pairs (eight learners) of English-speaking heritage learners. The result indicated that foreign learners had a high focus on form during interaction. In particular, they had a tendency to focus on vocabulary rather than grammar, and they conducted self-repair by examining and mostly adjusting their speech to postposition and tense. However, in the problem-solving process, they showed a limited ability in interaction, and thus directly asked others to settle the problem or resorted to using English due to their lack of ability to employ various communication strategies. However, heritage learners had a relatively low focus on form compared to foreign learners. Yet, they also focused more on vocabulary rather than grammar and conducted self-repair in interaction, especially for vocabulary. In addition, they were skillful at using various communication strategies such as indirect expressions, use of alternative words, evasion, and delaying, to expand speech and prevent communication breakdown. They focused less on grammar and mostly did not provide negative feedback in interaction.

• Journal of Intelligence and Information Systems
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• v.28 no.2
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• pp.75-100
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• 2022

Untact mobile commerce shows a rapid growth due to the prolonged COVID-19 pandemic. And companies have a lot of tough competition in this trend. However, the detail pages of products which play an important role in purchase decision have been provided mostly for consumers in a form of stereotyped information composition. This study has found that the form of (image-centered vs. text-centered) information composition of detailed descriptions of products in the detail pages of mobile products has an effect on product attitude and purchase intention as consumers' information appeal methods vary depending on product types (search goods vs. experience goods). That is, search goods whose information search is easy and whose quality is predictable could be found that product attitude and purchase intention have a more positive effect on the form of image-centered information composition. And experience goods whose quality is unpredictable could be found that product attitude and purchase intention have a more positive effect on the form of text-centered information composition. And effects of congruence between product types based on Higgins' regulatory focus theory and the form of information composition have found to vary depending on consumers' chronic regulatory focus. Promotion focus seeking consumers showed effects of congruence between product types and the form of information composition and prevention focus seeking consumers did not show effects of congruence between them. That is, promotion focus seeking consumers have found to have more positive product attitude and purchase intention in the form of image-centered information composition of experience goods and text-centered information composition of search goods. And prevention focus seeking consumers have found to be unable to have an effect on product attitude and purchase intention even though the form of image or text-centered information composition of search and experience goods is presented. The study implies that the form of information composition should be designed, produced, and provided for consumers by considering product types and consumer propensity when designing it in the detail pages of mobile products.

• Bulletin of the Korean Mathematical Society
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• v.52 no.5
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• pp.1569-1578
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• 2015

We study helicoidal surfaces with the non-degenerate third fundamental form in Minkowski 3-space. In particular, we mainly focus on the study of helicoidal surfaces with light-like axis in Minkowski 3-space. As a result, we classify helicoidal surfaces satisfying an equation in terms of the position vector field and the Laplace operator with respect to the third fundamental form on the surface.

• Fashion & Textile Research Journal
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• v.16 no.4
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• pp.580-587
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• 2014

This study demonstrates how the composition of VM based on regulatory focus influences shopping value and how shopping value influences shopping satisfaction. A survey form was developed and 90 copies were used for analysis. SPSS 19.0 for Windows Package was used to perform frequency analysis, factor analysis, and regression analysis. The results of the study were: First, convenience of VM had a significantly positive (+) influence on utilitarian shopping value. Second, both utilitarian shopping value and hedonic shopping value had a statistically significant influence on shopping satisfaction. Third, in terms of promotion focus, suitability, fashionableness, reconcilability, and attractiveness of VM had a significantly positive (+) influence on the hedonic shopping value. In terms of preventive focus, convenience and reconcilability of VM had a significantly positive (+) influence on utilitarian shopping value, and convenience, suitability, and fashionableness had a significantly positive (+) influence on hedonic shopping value. In the promotion focus, both utilitarian shopping value and the hedonic shopping value had a significantly positive (+) influence on shopping satisfaction. In the preventive focus only the utilitarian shopping value had a significantly positive (+) influence on shopping satisfaction.

• Speech Sciences
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• v.9 no.2
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• pp.109-132
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• 2002

The purpose of this study is to examine the focus realization of [Adjective+Noun] phrases which are used in English classroom situations. In order to examine this, two production and one perception experiments were designed. The noun phrases in the first two production experiments are divided into three patterns according to the location of focus. The difference between the two production experiments is that in the first experiment the focused words are contextually given in the classroom situation, but in the second experiment they are presented in written form. We compare the native English teachers' focus realization of noun phrases with that of Korean teachers from the point of view of intonational phonology. In the perception test, we examine how the uttered sentences are perceived by English native speakers and Korean native speakers. The results from the three experiments show that native English teachers' focus realization is quite consistent with informational structure. Also, there is a significant difference in pitch range of adjectives and nouns when the native speakers give pitch accents on the two content words, and the uttered sentences are mostly perceived as well as the speakers' intentions. As for Korean speakers, however, they usually focus only on the adjective or they focus on both the adjective and the noun, regardless of the relative informativeness of these words. From these findings, we can conclude that focus realization of Korean teachers is rather inconsistent with respect to informational structure when compared to that of native English teachers.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.259-267
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• 2007

This paper sets forth the phenomenon of Contrastive Reduplication (CR) in English relevant to the notion of contrastive focus (CF). CF differs from other reduplicative patterns in that rather than the general intensive function, denotation of a more prototypical and default meaning of a lexical item appears from the reduplicated form resulting as a semantic contrast with the meaning of the non-reduplicated word. Thus, CR is in concordance with CF under the concept of contrastivity. However, much of the previous works on CF associated contrastivity with a manufacture of a set of alternatives taking a semantic approach. We claim that a recent discourse-pragmatic account takes advantage of explaining the vague contrast in informativeness of CR. Zimmermann's (2006) Contrastive Focus Hypothesis characterizes contrastivity in the sense of speaker's assumptions about the hearer's expectation of the focused element. This approach makes possible adaptation to CR and recovers the possible subsets of meaning of a reduplicated form in a more refined way showing contrastivity in informativeness. Additionally, CR in other languages along with similar set-limiting phenomenon in various languages will be introduced in general.

• Journal of the Korean Society of Clothing and Textiles
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• v.38 no.4
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• pp.482-494
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• 2014

This study researched TV makeup types with a focus on Korean aesthetics. First, natural beauty is expressed with a random form that excluded artificial techniques or decorations often shown in the form of incompletion and space through TV entertainment programs. Incompletion is what excludes artificial technique and denies the whole completion in expressing a face, it shows the intentional incompletion that leaves it as a bare face that has no type, no color, and no decoration. A pursuit for purity, as nature leads to realizing the internal world of concentrating on the essence of object. Space is what makes it empty without filling, it offers a mental space in the inner side so that diverse images can be imagined beyond external form. This trend is indicated similarly to the tendency that the recent global interest in naturalism yearns for purity in nature and wellbeing. The presentation of skin (preferably healthy looking skin) is given attention; consequently, the similarity was being shown between the TV makeup that focuses on expressing skin and recent trends.