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Genus Cochylidia, belonging to the tribe Cochylini under the family Tortricidae, consists of small-sized moths, which is one of the small group with only 11 described species until now (Brown 2005; Sun & Li 2012). Recently, Brown (2005) listed eight species and one subspecies. Later, three species were added to the genus by Sun & Li (2012) from China. In Korea, Park (1976) reported the genus Cochylidia with three unrecorded species, C. contumescen Meyrick, C. richteriana Fischer von Röslerstamm, and C. subroseana Haworth from Korea. Later, Byun et al. (1996) reported two additional species from Korea: C. heydeniana Herrich-Schäffer and C. moguntiana Rösler. Recently Byun et al. (2017) reported the genus in Korea with two new species, C. flavifasciatus Byun and C. hallasanensis Byun. In this study, we provide the checklist with its external characteristics, localities, and images of adults and genitalia.
Polysemous words have widely been recognized as a challenge for English as a Foreign Language (EFL) learners as they would need to understand the multiple senses of polysemous words intuitively. The aim of this study was to apply the use of practical translation method in classroom setting to effectively teach the use of polysemous words. In particular, the focus will also examine whether certain parts of speech could be more effective than others. Results show that even though the students successfully completed the gap filling task, it seems that they were not able to fully translate the polysemous words successfully. This shows that to better understand and acquire the use of polysemous words in English, it could be better to use the translation method and introduce to diverse and various examples of the polysemous words in a full sentence.
Modal verbs have always been a challenge for the English as a Foreign Language (EFL) learners as various usages and profound underlying meaning of the modal verbs are difficult to be fully acquired by conventional grammar drill exercises. On top of the difficulties, added burden is given to the learners when they are faced to express a condition that did not really happen in the past. To express this condition, they would not only need to know the meaning of the various modal verbs, but also the 『modal verb + have + past participle』 structure. To ease the burden, this research aimed to investigate how translated teaching method could help the learners, compared to the conventional grammar drill exercises. Both the qualitative and the quantitative results show that the translated method was effective for the learners. Nearly 80% of the students chose the translated method and stated that using this method seem to be effective as they could impose the meaning from the sentence and see the semantic usage of the words. Next. quantitative results show that students were not able to understand the various meanings of the 『modal verb + have + past participle』 structure even though they successfully completed the grammar tests. The results were all consistent from high, mid and the low proficiency levels.
The study aims to explore the possibility of applying mobile AR technology into an English-speaking performance assessment as a new mode of delivery. It investigates the effect of the AR experience on test participants and the speaking constructs to be assessed, all of which affect the validity. The speaking assessment required 148 high school senior male students to create an AR-mediated art guide by recording a video art guide and projecting it onto a picture of Korean genre painting via the mobile AR authoring tool, “HP Reveal” (Hewlett Packard, 2018). Both quantitative methods of regression and factor analysis and qualitative methods of a questionnaire and interview were used to attain the research goal. The results offer empirical support to the validity of the newly designed assessment and reveal that integrating AR technology into language assessment could facilitate student learning in the assessment procedure and enhance student performance during the test as well as measure their speaking competence. Discussions and suggestions address the validation issue resulting from integrating technology skill with the language construct to be measured, the comparability with assessments of other modes such as listening, reading, and writing and the theoretical relevance to task-based language learning.
<P>This paper presents a 10-Gb/s clock and data recovery (CDR) and demultiplexer IC in a 0.13-mum CMOS process. The CDR uses a new quarter-rate linear phase detector, a new data recovery circuit, and a four-phase 2.5-GHz LC quadrature voltage-controlled oscillator for both wide phase error pulses and low power consumption. The chip consumes 100 mA from a 1.2-V core supply and 205 mA from a 2.5-V I/O supply including 18 preamplifiers and low voltage differential signal (LVDS) drivers. When 9.95328-Gb/s 2<SUP>31</SUP>-1 pseudorandom binary sequence is used, the measured bit-error rate is better than 10<SUP>-15</SUP> and the jitter tolerance is 0.5UIpp, which exceeds the SONET OC-192 standard. The jitter of the recovered clock is 2.1 psrms at a 155.52MHz monitoring clock pin. Multiple bit rates are supported from 9.4 Gb/s to 11.3 Gb/s</P>
The past perfect tense poses an enormous difficulty for English as Foreign Language (EFL) learners. Not only is this due to linguistical background, but also due to the complex structure of having to understand the past auxiliary verb first and then to add the correct form of past participles. Even so, unlike present perfect where profound researchers have been conducted to apply various pedagogical implications in teaching, past perfect is often taught by grammar drill exercises and at times even lacks the opportunity to use in full sentences. This paper aimed to find out whether use of full sentences in translated method could be more effective than the usual grammar drills in EFL settings. Both the qualitative and quantitative results show that for the mid and low proficiency group, prepositional time phrase at the end of the sentences helped them understand the sequence of the events and to successfully apply past perfect in their translations. This shows that to better teach past prefect to the mid to low group of students, first, time signaling phrases should be added to the translated writing sentences and then, sentences without such phrases should be given for the students to conceptually understand the sequences.