울릉도(鬱陵島) 북부(北部) 알칼리 화산암류(火山岩類)에 대(對)한 암석학적(岩石學的) 연구(硏究)

김윤규,이대성,Kim, Yoon Kyu,Lee, Dai Sung 대한자원환경지질학회 1983 자원환경지질 Vol.16 No.1

The study revealed that the sequence of volcanism in Ulrung island can be classified into 5 stages, and the volcanic history is summerized as follow: 1st stage: Eruption of basaltic agglomerates, tuffs and lavas, 2nd stage: Eruption of trachytic and trachyandesitic agglomerates and tuffs, 3rd stage: Eruption of trachyte lavas and their lapilli tuffs, 4th stage: Eruption of trachyte lavas and nepheline phonolites, 5th stage: Eruption of pumice, trachytic ash and lapilli, and plutonic ejecta (fragments of alkali gabbro, monzonite and alkali feldspar syenite) and a subsequent caldera formation. Finally, a small scale eruption of leucite bearing trachyandesite lava in the caldera. Several evidences show that there have been long erosional intervals between the 1st and 2nd stages and between the 4th and 5th stages. A K-Ar age for trachybasalt lava of the 1st stage was determined to be 1.8 Ma, and a $C^{14}$ age, 9300Y. (Machida, 1981) is available for these volcanic events. Therefore, it is considered that volcanic activity of the island above sea level began at least in early Pleistocene, and continued to until 9300 years ago exploding large amount of pumice, prior to pouring out of leucite bearing trachyandesite from the inner caldera. Using solidification index (SI) of Kuno, microscopic texture and mineral composition as criteria of the classification, the volcanic rocks are classified into alkali basalt, trachybasalt, trachyandesite, trachyte and phonolite. These are mostly prophyritic in texture. Main constituent minerals of alkali basalt and trachybasalt are plagioclase, olivine, Ti-augite and magnetite. Principal minerals of trachyandesite are plagioclase, anorthoclase, clinopyroxenes, kaersutite, biotite and magnetite. Trachyte and phonolite consist mainly of anorthoclase, clinopyroxene and magnetite, showing typical trachytic texture in groundmass. In solidification index, alkali basalt ranges from 39 to 27, trachybasalt 17 to 14, trachyandesite 12 to 9 and trachyte 8.15 to 0.72. A trend of compositional variation showing a typical alkali volcanic rock series is revealed on $SiO_2$-oxides and SI-oxides diagrams. In $SiO_2$-total alkali diagram, alkali lime index and An-Ab'-Or diagram, the samples fall into the fields of potassic series of the alkali volcanic rock series, whereas in A-F-M diagram show a trend toward the alkali enrichment with a curve approaching toward the iron apex. In particular, trachybasalt lavas in this island have higher total iron contents which is comparable to alkali rocks in other areas, e. g. as Gough and Tristan volcanic islands located near the Mid-Oceanic ridge in South Atlantic Ocean.

Petrology of Ultramafic Nodules in Jogok-ri Basalt, Boun Area

김윤규(Yoon Kyu Kim),이대성(Dai Sung Lee),송윤구(Yoon Ku Song),김선억(Seon Eok Kim) 대한지질학회 1988 지질학회지 Vol.24 No.S

Fractional Crystallization of the Volcanic Rocks from Dog Island, Korea

김윤규(Yoon Kyu Kim),이대성(Dai Sung Lee),이경호(Kyung Ho Lee) 대한지질학회 1987 지질학회지 Vol.23 No.1

Taking Turns in Class Discussions in English - Exploring Korean Graduate Students" Experiences

Yoon-Kyu Kim(김윤규) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.4

With restrictions in the target language, taking turns in a timely fashion to participate in class discussions can be a challenging task for L2 learners. In order to understand L2 learners" particular choices and behaviors in taking turns in class discussions, an in-depth investigation of their experiences and views contributed by the learners themselves is called for. This paper pursues a qualitative case study on Korean graduate students" experiences and perceptions of taking turns to participate in class discussions in a content course. Analysis of data from interviews, observations, and documents revealed that Korean students perceived language ability, cultural difference, educational background, context/condition, and personality as responsible for the challenges they faced in taking turns in class discussions in English. The Korean students were also aware of the differences between the native speakers and themselves with respect to the strategies applied to gain turns in discussions noting that the native speakers used certain expressions that eased the turn-takes. Contrary to expectations, the Korean students saw L2 proficiency as just one factor involved in obtaining turns in class discussions and highlighted confidence as a crucial factor for success.

Attending to What the Other is Saying: Korean EFL Learners’ Use of Backchannels in Conversation

Yoon-Kyu Kim(김윤규) 담화·인지언어학회 2010 담화와 인지 Vol.17 No.3

Following conversation analytic procedures, this study examines the use of backchannels in conversations between Korean English as a Foreign Language (EFL) learners to identify the patterns and functions found in the interactional practices. Specifically, the analysis focuses on the use of the backchannel tokens yes, yeah, uh huh, and mm hm occurring in turn-intial positions. The results show the learners’ use of backchannels coincides with performances found in talk of native speakers, yet at the same time, discloses distinct aspects arising from the not-yet-competent status as second language (L2) learners. The learners employed the tokens yes, yeah, uh huh, and mm hm as continuers to signal the listener's attention and assure the speaker of the speakership. In particular, yeah was used for systematically gaining speakership in ongoing talk. Contrastingly, the learners were also found to use first language (L1) vocalic forms as backchannels in their talk applying them in a disfluent manner for speakership incipiency. Such behaviors seem to arise from unfamiliarity with the prosodic features of the target language, English. The findings provide a closer understanding of Korean English learners' backchannel behaviors and of L2 interactional practices.

레이저 투과 초음파 검사를 통한 풍력 터빈 블레이드 CFRP 스파캡 AI 결함 진단

김윤규(Yoon-Kyu Kim),홍승찬(Seung-Chan Hong),김용호(Yong-Ho Kim),전무승(Mu-Seung Jeon),이길성(Kil-Sung Lee),이정률(Jung-Ryul Lee) 한국비파괴검사학회 2022 한국비파괴검사학회 춘계학술대회 초록집 Vol.2022 No.5

鬱陵島 北部 알칼리 火山岩類에 對한 岩石學的 硏究

Yoon Kyu Kim(金允圭),Dai Sung Lee(李大聲) 대한자원환경지질학회 1983 자원환경지질 Vol.16 No.1

The study revealed that the sequence of volcanism in Ulrung island can be classified into 5 stages, and the volcanic history is summerized as follow: 1st stage: Eruption of basaltic agglomerates, tuffs and lavas, 2nd stage: Eruption of trachytic and trachyandesitic agglomerates and tuffs, 3rd stage: Eruption of trachyte lavas and their lapilli tuffs, 4th stage: Eruption of trachyte lavas and nepheline phonolites, 5th stage: Eruption of pumice, trachytic ash and lapilli, and plutonic ejecta (fragments of alkali gabbro, monzonite and alkali feldspar syenite) and a subsequent caldera formation. Finally, a small scale eruption of leucite bearing trachyandesite lava in the caldera. Several evidences show that there have been long erosional intervals between the 1st and 2nd stages and between the 4th and 5th stages. A K-Ar age for trachybasalt lava of the 1st stage was determined to be 1.8 Ma, and a C14 age, 9300Y. (Machida, 1981) is available for these volcanic events. Therefore, it is considered that volcanic activity of the island above sea level began at least in early Pleistocene, and continued to until 9300 years ago exploding large amount of pumice, prior to pouring out of leucite bearing trachyandesite from the inner caldera. Using solidification index (SI) of Kuno, microscopic texture and mineral composition as criteria of the classification, the volcanic rocks are classified into alkali basalt, trachybasalt, trachyandesite, trachyte and phonolite. These are mostly prophyritic in texture. Main constituent minerals of alkali basalt and trachybasalt are plagioclase, olivine, Ti-augite and magnetite. Principal minerals of trachyandesite are plagioclase, anorthoclase, clinopyroxenes, kaersutite, biotite and magnetite. Trachyte and phonolite consist mainly of anorthoclase, clinopyroxene and magnetite, showing typical trachytic texture in groundmass. In solidification index, alkali basalt ranges from 39 to 27, trachybasalt 17 to 14, trachyandesite 12 to 9 and trachyte 8.15 to 0.72. A trend of compositional variation showing a typical alkali volcanic rock series is revealed on SiO₂-oxides and SI-oxides diagrams. In SiO₂-total alkali diagram, alkali lime index and An-Ab’-Or diagram, the samples fall into the fields of potassic series of the alkali volcanic rock series, whereas in A-F-M diagram show a trend toward the alkali enrichment with a curve approaching toward the iron apex. In particular, trachybasalt lavas in this island have higher total iron contents which is comparable to alkali rocks in other areas, e. g. as Gough and Tristan volcanic islands located near the Mid-Oceanic ridge in South Atlantic Ocean.

V2P를 이용한 차량 접근 감지 시스템

김윤규(Yoon-Kyu Kim),이선영(Sun-Young Lee),한동현(Dong-Hyun Han),우천희(Chun-Hee Woo) 대한전기학회 2019 대한전기학회 학술대회 논문집 Vol.2019 No.11

Discourse Markers in the L2 Classroom: From Rationale to Practice

Kim, Yoon-Kyu(김윤규) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.4

담화표지어는 발화의 단위를 표시해주는 독특한 언어 요소이다. 담화-화용 능력의 범주에서 논의되고 있는 이 언어 요소는 생략 가능하며, 발화의 내용에 영향을 주지 않으나 발화들을 연결하여 일관적(coherence) 관계를 형성해 주는 중요한 특성을 지니고 있다 (Fraser, 1999; Fuller, 2003a, 2003b; Schourup, 1999). 담화표지어의 이러한 특성으로 인하여 그 기능적 중요성에도 불구하고 담화표지어의 교수와 방법은 제2언어/외국어 교수의 우선순위에서 밀려나 있었다. 이와 같은 상황을 면밀히 분석하고 해결하기 위하여 본 연구에서는 담화표지어를 언어 학습 교실에서 가르쳐야 하는 이유를 살펴보고 담화표지어의 교수를 위한 실질적 접근 방안을 제안하고 있다. 구체적으로, 본 연구에서는 담화표지어의 정의, 제2언어/외국어 상황에서 이루어지고 있는 관련 연구의 고찰, 그리고 나아가 담화표 지어를 제2언어/외국어 교실에서 다루어야 하는 이유와 방법을 심도 있게 논하였다. Discourse markers are unique language elements deployed to mark units of talk. They are characterized by features of being optional, not affecting the propositional content, and being used to link utterances to establish coherence between the utterances they connect (Fraser, 1999; Fuller, 2003a, 2003b; Schourup, 1999). Despite the functional import these markers carry, it is often the case that the need for instruction and how the teaching of these markers may be approached have remained distant from the priority in L2 instruction. This paper attempts to help resolve these issues by delineating the rationale for teaching discourse markers in the language classroom, and more importantly, aims to present practical suggestions for how instruction of these elements can be approached. The study specifically examines the definition of discourse markers and reviews the current state of research on the topic in the L2 context. The arguments further discuss the questions of why discourse markers need to be taught and how they may be dealt with in the L2 classroom.

How Stories Get Launched in Korean EFL Learners’ Conversations

Kim, Yoon-Kyu(김윤규) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.16

본 연구는 한국인 EFL 학습자들의 영어 대화에서 발생하는 이야기가 어떻게 시작되는지를 대화분석 기법으로 분석하였다. 분석 결과, 한국인 영어학습자들은 대화 중 이야기를 진행 할 때 단일 말차례(single turn)로 시작하는 방식을 일반적으로 사용하는 것으로 나타났다. 특히, 현재의 대화 주제와 관련 있는 이야기를 시작할 때에는 when, yesterday, one day와 같은 시간 지시 표현이나I heard, one of my와 같은 관용적인 표현의 장치를 활용하였다. 요약문의 구성을 통한 이야기 시작 방식도 현재의 대화 주제와 일치하는 이야기를 시작하기 위한 방법으로 채택되었다. 대화의 주제와 다른 내용의 이야기를 소개할 때 한국인 학습자들은 actually나 oh와 같은 분리 표지어(disjunctive marker)를 이용하여 표시하였다. 이러한 단일 말차례 이야기 시작 방식과 더불어 두 번의 말차례 교환 과정으로 이루어지는 이야기 시작 양상도 학습자들의 대화에서 관찰 할 수 있었다. 그러나 prompting, provoking, reminiscent solicits(Lerner, 1992)나 세 단계의 말차례(Mandelbaum, 1987)와 같이 대화 참가자 간의 협력 및 여러 말차례가 필요한 이야기 시작 방법은 사용되지 않았다. 본 연구의 결과를 바탕으로 EFL 환경에서의 영어 말하기 교수-학습을 위한 시사점을 논의하였다. This study investigated how stories get launched in Korean EFL learners’ conversations. Adopting a conversation analytic approach, the study analyzed conversations taking place between nine dyads of adult EFL learners and examined instances of storytelling to identify story introducing practices. The analysis showed a single turn launch was the common practice for starting a story both coherent with and discrepant from the topic of the ongoing talk. Entry into conversations with a coherent story was accomplished via prefixed devices such as time referents (when, yesterday, one day, etc.) and conventional phrases (I heard and one of my). Notably, formulating an abstract statement was also employed to introduce a story consistent with the ongoing talk. For stories disfluent from the preceding talk, the learners adopted the disjunctive markers of actually and oh to signal the unexpectedness of their story entry. Additionally, a story preface sequence performed in two turns was adopted to introduce a story. However, the collaborative means of story preface assisted by interlocutors and stories initiated through three-stage turns were not found in the present study. Based on the findings of the study, implications for EFL learning and teaching are discussed.