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PIG3 Regulates p53 Stability by Suppressing Its MDM2-Mediated Ubiquitination
( Min Jin ),( Seon-joo Park ),( Seok Won Kim ),( Hye Rim Kim ),( Jin Won Hyun ),( Jung-hee Lee ) 한국응용약물학회 2017 Biomolecules & Therapeutics(구 응용약물학회지) Vol.25 No.4
Under normal, non-stressed conditions, intracellular p53 is continually ubiquitinated by MDM2 and targeted for degradation. However, in response to severe genotoxic stress, p53 protein levels are markedly increased and apoptotic cell death is triggered. Inhibiting the ubiquitination of p53 under conditions where DNA damage has occurred is therefore crucial for preventing the development of cancer, because if cells with severely damaged genomes are not removed from the population, uncontrolled growth can result. However, questions remain about the cellular mechanisms underlying the regulation of p53 stability. In this study, we show that p53-inducible gene 3 (PIG3), which is a transcriptional target of p53, regulates p53 stability. Overexpression of PIG3 stabilized both endogenous and transfected wild-type p53, whereas a knockdown of PIG3 lead to a reduction in both endogenous and UV-induced p53 levels in p53-proficient human cancer cells. Using both in vivo and in vitro ubiquitination assays, we found that PIG3 suppressed both ubiquitination- and MDM2-dependent proteasomal degradation of p53. Notably, we demonstrate that PIG3 interacts directly with MDM2 and promoted MDM2 ubiquitination. Moreover, elimination of endogenous PIG3 in p53-proficient HCT116 cells decreased p53 phosphorylation in response to UV irradiation. These results suggest an important role for PIG3 in regulating intracellular p53 levels through the inhibition of p53 ubiquitination.
L2 Writers’ Use of Signaling Nouns: A Focus on Modification and L2 Proficiency
Minjin Kim,Sun-Young Oh 한국영어학회 2023 영어학 Vol.23 No.-
This study investigates the relationship between Korean students’ English proficiency and their utilization of signaling nouns (SNs) and SN modifications in argumentative essays. Data were collected from four proficiency levels within the Yonsei English Learner Corpus, while the Louvain Corpus of Native English Essays served as a benchmark reference. A set of 35 target SNs was identified, with non-SN usages rigorously filtered out. The analysis focuses on SN frequency, various complexity levels of modifications, and contextual usage across the different corpora. Findings suggest that second language (L2) learners heavily rely on a restricted set of SNs, with increased proficiency correlating to a higher frequency of the remaining SNs. The modification of SNs shows a developmental progression, particularly through the use of prepositional phrases, which enhance both clarity and conciseness in writing. Furthermore, the use of attributive adjectives, the most basic level of modifiers, increases with proficiency but leads to excessive modifier usage in learner data. A close look at the contexts of SN usage reveals patterns instrumental for academic writing, underscoring the importance of integrating these insights into English for Academic Purposes (EAP) pedagogy.
Three Korean EFL Middle School Students’ Use of Online Resources in L2 Writing
Minjin Kim,Sun-Young Oh 한국응용언어학회 2019 응용 언어학 Vol.35 No.4
By employing a case study method, the present paper investigates Korean EFL middle school students’ use of online resources (i.e., online dictionaries, search engines, corpus tools, etc.) in the performance and development of their second language (L2) writing. During the study, the three participants engaged in fifteen writing sessions and tool-use training sessions. The data were derived from interviews, written production, screen-recorded writing processes, stimulated recall, and observation. The results showed detailed pictures of the students’ use of online resources in solving linguistic problems during L2 writing, indicating that the writing processes aided by online resources heightened their language awareness, lessened cognitive burden, and increased self-regulation. It was shown that despite the availability of other resources, the participants overwhelmingly preferred the Naver English Dictionary due to its user-friendliness and provision of bilingual data. The study suggests that the benefits of online resources found in previous studies for adult and advanced learners may be extended to young and less proficient learners. Some pedagogical implications are discussed on the possibility of including in EFL classrooms L2 writing activity combined with online-tool-use training and individualized support for improved student outcomes.