The Perspectives and Alerters on Request for EFL Learners of English

David B. Kim 한국영미어문학회 2015 영미어문학 Vol.- No.116

David B. Kim. 2015. The Perspectives and Alerters on Request for EFL Learners of English. Studies in British and American Language and Literature 116, 209-232. This study investigates the different types of perspective and alerter on request, and the relation of the two features for Korean EFL learners of English. After studying request strategies for one semester, the 64 participants studying general English conversation were presented with six different pragmatic situations on request and asked to write request strategies including four types of perspective and eight types of alerter as they would like to use in the natural speaking context. First, in the results of perspectives, the participants frequently used the speaker oriented and the hearer oriented perspectives in the socially intimate situation. Most of them used the patterns of the textbook in the socially distant situation and employed the two perspectives for their major strategies in socially equal situation, Second, the cross tabulation analysis summarized the relationship between perspective and alerter. In the socially intimate situation, the participants preferred to use the hearer oriented or the speaker oriented strategies. The participants used suitable strategies to meet the socially distant situation. However, the participants used different types of perspectives with different alerters in socially equal situation. In conclusion, though some results in each category did not show any consistencies, the use of learners’ strategies was similar to those of previous studies.

Canadian EFL Teachers’ and The Canadian General Public’s Preferences for Spelling Words with Variants

David B. Kim(David B. Kim) 한국캐나다학회 2012 Asia-Pacific Journal of Canadian Studies (APJCS) Vol.18 No.1·2

This study has looked into Canadian EFL teachers' and the Canadian general public's preference for spelling English words with variants. Although this study may not be representative of all of Canadian population's preference for spelling words with variants, it does portray the change and trend in spelling practices of Canadians, both who are “well-educated” and less “well-educated.” The quantitative and qualitative analyses of survey questionnaires have clearly shown that Canadian EFL teachers and the Canadian general public prefer (60:40 ratio) to spell words with variants more in the British tradition. Also, “non-academic” factors stated in comments section of the questionnaires clearly show that education is not the only factor which influence one's preference for spelling. Cultual, emotional, social, political and psychological factors also influence one's decision regarding choices related to spelling.

Predictors of durable immune responses six months after the last vaccination in preventive HIV vaccine trials

Huang, Yunda,Zhang, Lily,Janes, Holly,Frahm, Nicole,Isaacs, Abby,Kim, Jerome H.,Montefiori, David,McElrath, M. Julie,Tomaras, Georgia D.,Gilbert, Peter B. Elsevier 2017 Vaccine Vol.35 No.8

<P><B>Abstract</B></P> <P><B>Background</B></P> <P>The evaluation of durable immune responses is important in HIV vaccine research and development. The efficiency of such evaluation could be increased by incorporating predictors of the responses in the statistical analysis. In this paper, we investigated whether and how baseline demographic variables and immune responses measured two weeks after vaccination predicted durable immune responses measured six months later.</P> <P><B>Methods</B></P> <P>We included data from seven preventive HIV vaccine regimens evaluated in three clinical trials: a Phase 1 study of four DNA, NYVAC and/or AIDSVAX vaccine regimens (HVTN096), a Phase 2 study of two DNA and/or MVA vaccine regimens (HVTN205), and a Phase 3 study of a single ALVAC/AIDSVAX regimen (RV144). Regularized random forests and linear regression models were used to identify and evaluate predictors of the positivity and magnitude of durable immune responses.</P> <P><B>Results</B></P> <P>We analyzed 201 vaccine recipients with data from 10 to 127 immune response biomarkers, and 3–5 demographic variables. The best prediction of participants’ durable response positivity based on two-week responses rendered up to close-to-perfect accuracy; the best prediction of participants’ durable response magnitude rendered correlation coefficients between the observed and predicted responses ranging up to 0.91. Though prediction performances differed among biomarkers, durable immune responses were best predicted by the two-week response level of the same biomarker. Adding demographic information and two-week response levels of different biomarkers provided little or no improvement in the predictions.</P> <P><B>Conclusions</B></P> <P>For some biomarkers and for the vaccines we studied, two-week post-vaccination responses can well predict durable responses six months later. Therefore, if immune response durability is only assessed in a sub-sample of vaccine recipients, statistical analyses of durable responses will have increased efficiency by incorporating two-week response data. Further research is needed to generalize the findings to other vaccine regimens and biomarkers.</P> <P>Clinicaltrials.gov identifiers: NCT01799954, NCT00820846, NCT00223080.</P> <P><B>Highlights</B></P> <P> <UL> <LI> HIV vaccine-induced immune responses at 2weeks predict those 6months later. </LI> <LI> The former responses can increase evaluation efficiency of vaccine durability. </LI> <LI> The former responses of the same biomarker best predict the latter. </LI> <LI> Demographics and responses of other biomarkers add little for prediction. </LI> </UL> </P> <P><B>Graphical abstract</B></P> <P>[DISPLAY OMISSION]</P>

Analysis of Korean University EFL Learners’ “Adjective+Noun” Collocational Competency

( Kim David B ) 대한영어영문학회 2008 영어영문학연구 Vol.34 No.4

The purpose of this study was to analyze Korean university EFL learners’ “adjective+noun” collocational competency and make instructional suggestions based on the results of the analyses. Twenty-four students, respectively, in their first and fourth year of study were given cloze test which consisted of 40 collocation questions. Both groups’ results were quantitatively analyzed first to see for any “distinctive patterns” that would emerge. Then, any notable or significant answers that emerged were qualitative analyzed. According to this study, the following 4 points must be observed in the teaching of English “adjective+noun” collocation: 1) There is a clear need to incorporate “collocation-rich” texts into the teaching of spoken and written English. 2) EFL learners should be exposed to “synonym study” beginning with the most frequent adjectives found in the “adjective+noun” collocation. 3) EFL learners should be given a task where they list all the phrases to do with certain subjects which would make them focus on lexical sets as a way of building up word associations and their knowledge of collocation (Willis & Willis, 1996). 4) Give EFL learners two sets of partial sentences to match in a pair work and later reinforce it through a writing task. (Kyungwon University)

Learner Reaction in Teaching English through English

David B. Kim 한국영미어문학회 2008 영미어문학 Vol.- No.89

The purpose of this study is to analyze the ‘interaction variables’ between the teachers and the students in Teaching English through English (TETE) in Korean middle school English classroom. Two teachers, one female and one male, led the middle school (Year 2) English classes for 16 periods and recorded the interactions between the teachers and the students. Recordings were transcribed by the means of the transcription symbols and analyzed based on the taxonomy of foreign language interaction analysis system. Students responded to the teachers with non-verbal reactions such as a surprised look, laughter, noise, and silence. Other notable learner reaction is a ‘discontinuity’ though the teachers made efforts to reduce them. The students' utterances are mostly off-topic, discontinuities, choral responses, and student-student interaction. In conclusion, in Teaching English through English, any policies geared toward the upgrading the level of the English education must consider the realities of the actual classroom situations.

How "Guessing Meaning from Context" and "Making Inferences" Can Be Taught through Literature Teaching

David B. Kim 현대영어교육학회 2008 현대영어교육 Vol.9 No.3

The purpose of this study is to show how the two most basic reading skills in an EFL teaching of reading-guessing meaning from context and making inferences-can be taught through literature teaching. To this end, this study has chosen two of the most popular English literature in Korea to show how in practice it can be applied in an EFL reading class. This study points out and explains 10 instances of guessing meaning from context and 33 instances of making inferences. In this way, this study shows that when examples that are relevant to the two reading skills are well-chosen they promote and strengthen the learners overall reading competency and make them more fluent readers. The limitation of this study, however, lies in the absence of specific teaching suggestions based on the "actual classroom experiment." The administration of reading tests to ascertain how well Korean EFL learners perform the two reading skills-guessing meaning from context and making inferences-and with which features of them they have most difficulty with would have provided a better framework for developing a `teaching plan` for the above two reading strategies.

Learning Interpretive Literature through the Lyrics of The Unforgiven

David B. Kim 한국영어교육연구학회 2009 영어교육연구 Vol.- No.38

Chosen properly, song lyrics can be used to introduce ‘interpretive literature’ to Korean EFL learners. The analysis of “The Unforgiven” trilogy has shown us how one can find one's true self against the background of an emotional journey that takes a person from the state of ‘anguish’ to looking for ‘salvation and redemption’ and finally realizing that ‘forgiving’ oneself is the first step towards finding salvation and redemption. As such, lyrics from even ‘heavy metal’ music can be used for teaching ‘interpretive literature.’ Students in their twenties respond especially well to lyrics laden with emotionally powerful elements of human existence. It is in this context that The Unforgiven trilogy provided us with ‘anguish, salvation, redemption, and forgiveness’ - emotional elements that can be commonly found in any ‘interpretive literature.’

Writing Feedback: Assessing Korean Learners' Viewpoints and Strategies for Dealing with Them

David B. Kim 한국영어교육연구학회 2005 영어교육연구 Vol.- No.31

The goal of this study was twofold : 1) finding out Korean learners viewpoints on each one of the seven major writing feedbacks, and 2) finding out, of five methods for dealing with writing feedback, which strategies Korean learners employed. The results of this study are as follows: 1) Korean EFL learners favor teacher-oriented feedback to nonteacher oriented feedback. 2) Five teacher-oriented writing feedback were rated in the following order (from most favorable to least favorable): teacher-student session, teacher correction with comments, teacher correction, comment, and error identification. 3) Of two non-teacher oriented writing feedback, Korean EFL learners preferred self correction over peer correction. 4) Five methods applied in dealing with writing feedback were rated in the following order (from most favorable to least favorable): teacher-student session(4 subjects), correct errors/ rewrite(2 subjects), look up a grammar/writing book(2 subjects), read again(1 subject), and make a note-written or mental(1 subject).

Biochemical and Structural Characterization of the Tautomycetin Thioesterase: Analysis of a Stereoselective Polyketide Hydrolase

Scaglione, Jamie B.,Akey, David L.,Sullivan, Rachel,Kittendorf, Jeffrey D.,Rath, Christopher M.,Kim, Eung-Soo,Smith, Janet L.,Sherman, David H. WILEY-VCH Verlag 2010 Angewandte Chemie Vol.49 No.33

<B>Graphic Abstract</B> <P>A narrow tunnel: Biochemical and structural analysis of the tautomycetin thioesterase (TE) has provided the first high-resolution structure of a linear-chain-terminating TE in polyketide biosynthesis, showing the enzyme to be stereoselective with a constrained substrate chamber relative to macrolactone-forming thioesterases. <img src='wiley_img_2010/14337851-2010-49-33-ANIE201000032-content.gif' alt='wiley_img_2010/14337851-2010-49-33-ANIE201000032-content'> </P>

Highly stable trypsin-aggregate coatings on polymer nanofibers for repeated protein digestion

Kim, Byoung Chan,Lopez-Ferrer, Daniel,Lee, Sang-Mok,Ahn, Hye-Kyung,Nair, Sujith,Kim, Seong H.,Kim, Beom Soo,Petritis, Konstantinos,Camp, David G.,Grate, Jay W.,Smith, Richard D.,Koo, Yoon-Mo,Gu, Man B WILEY-VCH Verlag 2009 Proteomics Vol.9 No.7

<P>A stable and robust trypsin-based biocatalytic system was developed and demonstrated for proteomic applications. The system utilizes polymer nanofibers coated with trypsin aggregates for immobilized protease digestions. After covalently attaching an initial layer of trypsin to the polymer nanofibers, highly concentrated trypsin molecules are crosslinked to the layered trypsin by way of a glutaraldehyde treatment. This process produced a 300-fold increase in trypsin activity compared with a conventional method for covalent trypsin immobilization, and proved to be robust in that it still maintained a high level of activity after a year of repeated recycling. This highly stable form of immobilized trypsin was resistant to autolysis, enabling repeated digestions of BSA over 40 days and successful peptide identification by LC-MS/MS. This active and stable form of immobilized trypsin was successfully employed in the digestion of yeast proteome extract with high reproducibility and within shorter time than conventional protein digestion using solution phase trypsin. Finally, the immobilized trypsin was resistant to proteolysis when exposed to other enzymes (i.e., chymotrypsin), which makes it suitable for use in “real-world” proteomic applications. Overall, the biocatalytic nanofibers with trypsin aggregate coatings proved to be an effective approach for repeated and automated protein digestion in proteomic analyses.</P>