• English Language & Literature Teaching
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• no.6
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• pp.113-142
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• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.521-530
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• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Korean Journal of Plant Taxonomy
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• v.49 no.1
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• pp.1-7
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• 2019

Early leaves within the Viola albida complex were investigated by scanning electron microscopy in order to determine the morphological segments during morphogenesis. The early leaf development of V. albida var. albida could be morphologically divided into the eight stages in the following order: I, the initiation of shoot germination; II, the conical growth directionally of the leaf; III, the adaxial and abaxial formation of the leaf; IV, the initiation of the stipule; V, the formation of a transitional zone between the leaf blade and petiole; VI, the expansion of the upper part of the leaf blade; VII, the formation of almost all parts of the early leaf; VIII, the early simple leaf. Viola albida var. takahashii differs from V. albida var. albida by additional stages, i.e., V-1, the initiation of the first lateral lobe at the both lateral parts of the leaf after the stage V and an early lobed leaf. Viola albida var. chaerophylloides is also distinguished from two taxa by two developmental features, V-2, the initiation of a second lateral lobe below of the first lateral lobe, and an early palmately compound leaf. These findings suggest that the Viola albida complex would be in the process of peramorphosis, showing developmental changes in a chain of events, leading to a different leaf shape. These data would also be useful for isolating genes that give rise to different leaf morphogenesis outcomes among the taxa in the Viola albida complex.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.478-481
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• 2021

With the transition to non-face-to-face classes due to the outbreak of COVID-19, education at school sites is moving in a different direction from traditional lecture-style classes. Accordingly, several online platforms have emerged, and our education is in a transitional period of class change. As a result, after a survey of the currently used online platform, where various contrasts clearly exist, compared with the report before the outbreak of COVID-19, students' perception of ICT usage ability in terms of affective, psychic, and value perception changes want to check

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.465-476
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• 2007

Whether and when naturalistic or supernaturalistic explanations of the origins of sun and earth, humans, life and species change with development was explored in a questionnaire and interviews with 32 first graders and 32 second graders, and in a questionnaire with 34 third graders, 32 sixth graders and 38 eighth graders. Participants were also asked about factors affecting their explanations in the questionnaires. Even the first and second graders could consistently provide supernaturalistic or naturalistic explanations on both the origins of sun and earth, and of humans. There was an age-related developmental shift from supernaturalistic to naturalistic explanation. As for origins of species, most of the first and second graders held the spontaneous generationist explanation, and after the third grade their views divided into evolutionist and creationist explanations. Students' explanations of species origins were established by the sixth grade through a transitional stage in the third grade. At the first and second grade levels, books and the children's own reasoning mainly influenced the views of origins, whereas parents and school were not perceived as being important. For the third graders and higher-grade levels, several factors, including parents and religion, were perceived as being important. These results show that explanations of origins start to develop earlier than or during the first grade, and are established by the sixth grade; moreover, the formation of these views is affected by several factors in addition to development.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.165-173
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• 2013

This study was to analyse the understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. To achieve the goal of this study, logical thinking test was given to 108 6th graders of elementary school and 32 students were interviewed. The result of this study was as follows. First, 61.1% of students were in concrete operational period in their logical thinking, 27.8% were in their transitional period, and 11.1% were in their formal operational period. By using Flow-Map, 32 students were analyzed and their levels of logical thinking was significantly associated with their understanding of concept. Students' flexibility of cognitive structure was significantly associated with logical thinking and the levels of understanding concepts as well. However, misconception didn't show significant association with levels of logical thinking. Second, the characters of understanding of scientific concept by their levels of logical thinking was that as you get higher levels of logical thinking, their cognitive structure to understand concept was more systemized, in order and more logical. The result of this study suggested the followings in science experiment class. First, 6th graders of elementary schools had various levels of logical thinking and that affected to their understanding of scientific concepts. Therefore, lesson planning and class should be done by reflecting their different levels of logical thinking. Second, since they had different levels of logical thinking, various teaching methods should be utilized to make students understand scientific concepts more systematically.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.468-481
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• 2011

This research is to observe and analyze the student interactions when inquiry problems were generated along with the students by using asynchronous discussion methods with the class bulletin board. For this research, 10 students from a single class of 6th grade were selected. The subject students were divided into 2 groups by cognitive levels. After the students were submitted the 4 problem situations for 1 week each, the discussion process was analyzed. The research results are as follows. First, the analysis of the step by step interactive discussion showed that several students answered for the question from a single student while discussing first for the question and answer in a form of a question with many multiple answers without any connections with the previously asked questions. At the end of the discussion, one to two students answered to a question by taking turns and the type of discussion changed to one question - one answer type by answering to the person who spoke prior to the next. Second, the discussion took place with the students in the transitional stage speaking in time in order, to provide comments to the bottom of the linear form and students in the formal operational stage students speaking in temporal order, regardless of the number of comments in the direction of the radiation(mind map) forms. The individual comment speaking rates were similar in the two groups so the students were able to speak indiscriminately.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.1-26
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• 2008

The purpose of this study is to present the overall landscape of Comparative Education study in teacher training program at universities in Korea. The Comparative Education in Korea is relatively young without a lengthy tail on its name and still on the way of upgrading itself, however various efforts are gathering for the development of Comparative Education. With this understanding, this paper diagnoses the current status of Comparative Education in Korea by analyzing 1) the number of institutions which provide Comparative Education lectures for their teacher training program, 2) aims of Comparative Education teaching, 3) curricular and course titles, 4) teaching methods and textbooks, and 5) current issues and problems currently laid on Comparative Education in Korea designated by actual lecturers and professors who are in charge of Comparative Education lectures. The historical development of Comparative Education in Korea will be briefly presented at the beginning part of the chapter. To gauge the comparative position of Korean Comparative Education, the second half of this paper introduces the cases of Comparative Education at universities worldwide, presenting various countries' status of Comparative Education along with their developmental status. As the first research which pays an attention on the current figure of Comparative Education in Korea, it will form an impetus on why we should teach college students about comparative education and on what next step should be carried for further development of Comparative Education at universities based on the comparative understanding of other countries. Since it is in the transitional stage in terms of its development, it would be critical to have a self-analysis of the current status, which will help to lay the comprehensive understanding background for designating the future direction of its development.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.6
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• pp.2492-2512
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• 2018

Multicast communication can effectively reduce network resources consumption in contrast with unicast. With the advent of SDN, current researches on multicast traffic are mainly conducted in the SDN scenario, thus to mitigate the problems of IP multicast such as the unavoidable difficulty in traffic engineering and high security risk. However, migration to SDN cannot be achieved in one step, hybrid SDN emerges as a transitional networking form for ISP network. In hybrid SDN, for acquiring similar TE and security performance as in SDN multicast, we redirect every multicast traffic to an appropriate SDN node before reaching the destinations of the multicast group, thus to build up a core-based multicast tree substantially which is first introduced in CBT. Based on the core SDN node, it is possible to realize dynamic control over the routing paths to benefit traffic engineering (TE), while multicast traffic manageability can also be obtained, e.g., access control and middlebox-supported network services. On top of that, multiple core-based multicast trees are constructed for each multicast group by fully taking advantage of the routing flexibility of SDN nodes, in order to further enhance the TE performance. The multicast routing and splitting (MRS) algorithm is proposed whereby we jointly and efficiently determine an appropriate core SDN node for each group, as well as optimizing the traffic splitting fractions for the corresponding multiple core-based trees to minimize the maximum link utilization. We conduct simulations with different SDN deployment rate in real network topologies. The results indicate that, when 40% of the SDN switches are deployed in HSDN as well as calculating 2 trees for each group, HSDN multicast adopting MRS algorithm can obtain a comparable TE performance to SDN multicast.

• Journal of Ecology and Environment
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• v.42 no.4
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• pp.205-210
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• 2018

To assess the environmental factors determining the zonation between Phacelurus latifolius and Phragmites australis, vegetation survey and soil analysis were performed at a tidal marsh. The vegetation of the tidal marsh was classified into P. latifolius and Suaeda japonica dominated quadrats, P. latifolius and P. australis dominated quadrats, P. australis dominated quadrats, and P. australis and other land plants dominated quadrats. The density of P. latifolius ($83.7{\pm}5.5\;shoots\;m^{-2}$) was higher than that of P. australis ($79.3{\pm}12.1\;shoots\;m^{-2}$) in each dominated quadrat but height of two species were similar. Soil environmental characteristics of P. latifolius dominated quadrats appeared to be affected by tide based on higher soil electric conductivity ($EC_{PL}=1530{\pm}152{\mu}Scm^{-1}$ ; $EC_{PA+PL}=689{\pm}578{\mu}Scm^{-1}$ ; $EC_{PA}=689{\pm}578{\mu}Scm^{-1$) and lower pH ($pH_{PL}=5.96{\pm}0.16$ ; $pH_{PA+PL}=6.28{\pm}0.31$ ; $pH_{PA}=6.38{\pm}0.22$). In redundancy analysis, environmental characteristics of P. latifolius dominated quadrats and P. australis dominated quadrats were clearly separated and those of P. latifolius and P. australis co-dominated quadrats were similar to P. australis dominated quadrats. From our investigation, P. latifolius showed relatively high competitiveness when compared to P. australis in lower tidal zone rather than upper tidal zone. Zonation of P. latifolius and P. australis seems to be a transitional zone between halophytes and land plant species.