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중쇄와 장쇄지방 식이가 Cholesterol 급여 흰쥐의 혈청지질에 미치는 영향
조정순,이은숙 한국유화학회 1987 한국응용과학기술학회지 Vol.4 No.1
Beacuse of its more complete hydrolysis and rapid absorption, MCT is expected its usefulness in the diets of patients with malabsorption syndrom. Also, several authors reported that serum cholesterol level was lower after MCT feedings. In this study, rate of each experimental group were fed for 4weeks with 20% MCT, 20% corn oil, mixed diet of 10% MCT and 10% corn oil, mixed diet of 17% corn oil and 3% shortening. After experimental diet, it was measured to growth rate and serum cholesterol, triglyceride and phospholipid level. The results were as follows; 1. The body weight gain was the lowest in MCT group and others were lower than control group. 2. Serum total cholesterol level was the lowest in corn oil group and others were significantly lower than control group. Free cholesterol level was lower in all experimental groups than control group too. 3. Serum HDL-cholesterol level was significantly higher in all experimental groups than control group. 4. The ratio of VLDL, LDL-Cholesterol to HDL-Cholesterol was significantly lower in all experimental groups than control group. 5. Serum triglyceride level was higher in all experimental groups than control group. Serum phospholipid level was significantly in only mixed diet group of corn oil and shortening than control group. 6. The ratio of total cholesterol to phospholipid was significantly lower in corn oil diet group than control group.
Impact of Peer Feedback on Learning: A Case of EFL Teacher Trainees
조정순 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.4
The present study investigated the learners’ perceived impact of peer feedback on their learning after one semester’s practicing it in a content course classroom, with additional interests in the influence of personal characteristics in the shaping of their perception and factors underlying their approaches to peer-feedback activities. Participants were 52 Korean college students majoring in TEFL.A survey was administered at the beginning and the end of the semester in search of any possible change in their perception attributable to the actual practicing of peer feedback activities. An interview was also conducted to see how their perception was shaped. Results indicated that, at the end of the semester, the participants significantly more positively perceived the beneficial impact of peer feedback on various aspects of learning. Students with more exposure to peer feedback activities tended to more favorably appreciate its beneficial impact, especially on learning achievement. The significant difference between the extroverted and the introverted about the impact of peer feedback on learning motivation disappeared at the end of the semester, suggesting peer feedback could benefit learners of any personality type. The desire to keep face emerged as the most salient feature underlying the process where peer feedback benefitted the learners.
A Study on the Cultural Characteristics of Korean and Chinese Languages
조정순 사단법인 미래융합기술연구학회 2019 아시아태평양융합연구교류논문지 Vol.5 No.1
Recently, the number of foreign students coming to Korea has been increasing. It is no exaggeration to say that the Korean language is growing as a global language As a result, the number of students studying abroad has increased over the years. The number of foreign students surpassed 100,000, with 85,923 in 2013, 104,262 in 2016, and 166,401 in September 2018.It is no exaggeration to say that this is the second Hallyu. To keep up with the heat, the government is targeting 200,000 people by 2023. Therefore, the study aims to make Chinese learners learn and use Korean-specific language culture by recognizing differences in language culture beyond simply comparing their mother tongue with their target language. In other words, learning and using Korean is understanding not only the Korean language itself but also the cultural background inherent in the Korean language, and learning Korean means learning the value system and behavior patterns of Koreans. In response, the study plans to prepare a plan to efficiently conduct Korean language education, which includes social and cultural elements, considering the characteristics of Chinese learners. Through the comparison of language culture between Korean and Chinese, specific data on the need for language culture education for Chinese learners were compared.
Re-examining the Relationship between Strategy Use and L2 Reading Performance
조정순 한국응용언어학회 2013 응용 언어학 Vol.29 No.1
The purpose of this study is to more precisely examine the relationship between strategy use and reading performance in L2 by taking into account the possible variation in the relationship according to the manner of eliciting strategy use and the type of reading performance observed. Thirty three students majoring in education participated in the study. Strategy use was elicited by three different measures ― survey (administered without a text to read), think-aloud (while reading a text), and check-list (after reading the text). Two different types of task were used as the measure of reading performance ― a reading comprehension test and a summarization task. The results showed that there was considerable variation in the relationships between reading strategy use and reading performance depending on the elicitation method, that there were specific strategy categories which better explained the performance in a certain type of reading performance, and that frequent use of certain strategies even could be detrimental in reading performance. Implications for both L2 reading instruction and reading research were stated along with limitations of the current study.
Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension
조정순 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.4
In pursuit of the precise mechanism by which working memory (WM) functions in second language (L2) reading comprehension (RC), the current study examined whether strategy use or task difficulty influences the role of WM in L2 RC. Eighty Korean adult EFL learners participated, and their WM capacity, RC performance, and strategy use were measured. The variable of task difficulty was operationalized by the relative difficulty of texts on which RC items were based. The results showed that difference in strategy use brought about significant difference in RC performance when the readers with insufficient WM capacity had to comprehend difficult texts, whereas no such difference was found with easier texts or among L2 readers with more WM capacity. These findings not only illustrate intricate interrelationships among WM and other variables in L2 RC, but also provide a noteworthy implication for L2 reading instruction that L2 learners with deficient WM capacity could benefit from active strategy use when faced with a difficult L2 reading task. The compensatory role of strategy and the necessity of remedial strategy training for the learners with limited WM is further implicated for L2 reading classrooms.