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김현우,나양온,황혜림 한국영어교육학회 2020 ENGLISH TEACHING(영어교육) Vol.75 No.-
Usage-based approaches to language acquisition explain language development as a gradual process of generalizing constructions through language experience. This study investigated second language learners’ development of constructional knowledge from the perspective of usage-based language development. A total of 169 Korean EFL students at five grade levels completed a sentence-sorting and a translation task. Results of the sorting task showed stronger constructional sorting as the learners’ grade level increased. Additionally, the sorting of intermediate-level learners was influenced by verb semantics such that the sentences including light verbs were more strongly clustered according to constructions than the sentences with heavy verbs, suggesting learners’ reliance on light verbs in the early stages of constructional development. Results of the translation task demonstrated a higher translation accuracy with increasing proficiency, but with a significant amount of variation across individual constructions contingent on the constructions’ syntactic and semantic complexity. Overall, our findings confirm the usage-based development of L2 learning.
Apoptotic Effects of 6-Gingerol in LNCaP Human Prostate Cancer Cells
김현우,오덕희,정채용,권동득,임영채 순천향대학교 순천향의학연구소 2011 Journal of Soonchunhyang Medical Science Vol.17 No.2
Objective: 6-Gingerol, one component of ginger (Zingiber officinale) compound, has been known to possess anti-inflammatory, analgesic,anti-emetic, and anti-cancer effects. In this study, the apoptotic ability of 6-gingerol was investigated in human prostate cancer cells. Methods: 3-(4,5-Dimethylthiazol-2-yl)- 2,5-diphenyl-tetrazolium bromide (MTT) assay, flow cytometry, and western blot analysis were done in LNCaP human prostate cancer cell lines treated with the various doses of 6-gingerol for the different durations of drug exposure. Results: 6-Gingerol in doses ranging from 100 to 300 μM induced dose- and time-dependent inhibition of cell viability in prostate cancer cells by using MTT assay. Maximal inhibition of cell viability was observed at 300 μM of 6-gingerol for 48 hours treatment in LNCaP cells. 6-Gingerol at the dose of 100 μM did not produce any significant change in apoptotic cells in flow cytometry analysis. However, significant increase in sub-G0/G1 phase was observed in cells treated with 200 and 300 μM of 6-gingerol. Any significant cell cycle arrest was not induced by 6-gingerol. In western blotting analysis, expression of caspase-3 was not evident in cells treated with 6-gingerol for 24 hours. However, 48 hours treatment with 6-gingerol altered the expression of caspase-3 in LNCaP cells. Expression of cleaved poly showed the dose-dependent fashion in both 24 hours and 48 hours treatment of 6-gingerol. Conclusion: These observations suggest that 6-gingerol may induce apoptosis in LNCaP human prostate cancer cells.
Nominal Modifiers in Argumentative Essays as Discriminators for Writing Course Placement Decisions
김현우 한국영어교육학회 2020 ENGLISH TEACHING(영어교육) Vol.75 No.3
Grammatical complexity constitutes an indispensable subconstruct of L2 writing ability. Nonetheless, rating scale descriptors for grammatical complexity have heavily relied on degree modifiers or adjectives. Thus, this study attempts to explore the potential for the use of nominal modifiers as discriminators for adjacent levels of L2 writers in the context of an English Placement Test. This study analyzed 374 argumentative essays written by international undergraduates. Seven nominal modifiers in the developmental stages of grammatical complexity were examined and a cumulative ordinal logistic regression model with proportional odds was fitted to explore the relative effects of those grammar features on placement decisions. Four nominal modifiers were found to be positively associated with placement decisions, after adjusting for the effects of other variables. One educational implication is for the use of nominal modifiers to be incorporated into rating scale descriptors as discriminators for L2 writers who are not advanced enough to be exempted from an English Placement Test.
김현우,Kee Poong Kim 대한기계학회 2016 JOURNAL OF MECHANICAL SCIENCE AND TECHNOLOGY Vol.30 No.6
This paper deals with the design procedure of the tool and process for automotive bracket part fabrication. Finite element analysis is introduced to the progressive process to investigate the causes of defects that occur during the forming and bending stages. This paper proposes a new guideline for the progressive process design that modifies the intermediate stages in the progressive process. Finite element analysis and pilot tests are performed again using new strip layout and tool shapes to confirm the validity of the proposed process design. The analysis result shows that the modified process design eliminates defects such as non-uniform thickness distribution and initiation of crack. Then, the automotive bracket part is successfully fabricated through pilot tests using the progressive tools designed in accordance with the proposed guideline.
김현우 한국영어교육학회 2009 ENGLISH TEACHING(영어교육) Vol.64 No.3
This study aims to examine the perception change of 29 graduate students toward both teacher and peer feedbacks over one semester, while they are taking a process-oriented writing course. They are all graduate students, and major in teaching English as a foreign language. Pre- and post-surveys were conducted to see if there were any perception changes toward teacher and peer feedbacks during the semester. Along with the distribution of questionnaires, subsequent analysis was conducted as well: all descriptive writing drafts of 2 participants were closely examined along with the post-interview session. In addition, all feedback sessions 2 participants were engaged in were audiotaped and transcribed. With these data, all descriptive writing drafts of them were analyzed according to Faigley and Witte’s (1981) taxonomy. The result reveals that teacher feedback was consistently preferred over peer feedback by 29 students during the semester. However, 2 participants responded that they had difficulty in understanding oral and written feedbacks respectively. The pedagogical implication of this result is the need of training L2 writers to peer feedback into the L2 writing course in the tertiary education.