'국제물류 효율화 거점전략'

Murphy Tom 한국물류협회 2004 물류대상수상사례집 Vol.12 No.-

READING IN A FOREIGN LANGUAGE

Murphy, Barbara 德成女子大學校 1997 德成女大論文集 Vol.28 No.-

For almost three decades, the definition of reading has been undergoing changes which are expanding not only our understanding of its nature but also the methodologies by which it is taught. This paper reviews those theoretical and methodological changes in the context of reading in a foreign language classes for non-English majors. To determine the feasibility of using the new methodology in Duksung Women's university Sophomore General English Reading classes, two types surveys were administered. The first aimed to discover what kind of strategies students used to determine the meaning of unknown words or phrases they encountered in their reading, and the second aimed to determine their general preparedness in reading article length non-academic, non-fiction English texts. The surveys indicate that the majority of students do not use the same strategies in foreign language reading that they use in first language reading. In particular, they do not try to ascertain the meaning of unfamiliar words or phrases they encounter from the context, but rather, they seek outside sources, such as the dictionary, to assign meaning. They do not do this when they read in Korean however; then they wore out the meaning of unknown words or phrases from the context. The surveys also indicate that the overwhelming majority of the sophomore students do not engage in reading in the target foreign language beyond textbook assignments in their courses of study. The General English Reading class is thus, for many, their first extended encounter with non-textbook articles in English. This finding suggests that students do not transfer their Korean reading strategies to English because they have not had that much experience in reading in English and most likely have limited experience in using English syntax and grammar as aids in establishing meaning. This implies that a reading class should give students knowledge of and practice in using syntax, grammatical conventions, and rhetorical writing patterns to derive meaning from text. But, because students do not have experience in reading outside of textbooks, we would also suggest that sophomore General English students can benefit from an awareness of some of the current interpretive reading strategies associated with reading a variety of texts, or in transferring their knowledge of these strategies from Korean to English if they already employ them in their Korean reading. Some strategies and materials associated with the new reading theories which could be used a supplements to existing curriculum or as the basis for developing new courses are presented here.

Unraveling the Biological Roles of Reactive Oxygen Species

Murphy, Michael P.,Holmgren, A.,Larsson, N.G.,Halliwell, B.,Chang, Christopher J.,Kalyanaraman, B.,Rhee, S.,Thornalley, Paul J.,Partridge, L.,Gems, D.,Nystrom, T.,Belousov, V.,Schumacker, Paul T.,Wint Cell Press 2011 Cell metabolism Vol.13 No.4

Reactive oxygen species are not only harmful agents that cause oxidative damage in pathologies, they also have important roles as regulatory agents in a range of biological phenomena. The relatively recent development of this more nuanced view presents a challenge to the biomedical research community on how best to assess the significance of reactive oxygen species and oxidative damage in biological systems. Considerable progress is being made in addressing these issues, and here we survey some recent developments for those contemplating research in this area.

CHONG AND THE ART OF CHOOSING TO USE ENGLISH OR KOREAN WRITTEN DISCOURSE STYLES

Murphy, Barbara 덕성여자대학교 인문과학연구소 1996 인문과학연구 Vol.3 No.-

The study presented here assesses the efficacy of a Writing Workshop format in teaching specific English writing discourse sknls and in assisting Korean students in distinguishing Korean written discourse features from English ones The goal of the study to enable students to write in Korean written discourse modes in English or Korean and in English written discourse modes in Korean or English at will. The subjecs in the study were Duksung Women's University students enrolled in an advanced English as a Foreign Language (EFL) composition class. At the end of one semester, the students had demonstated that they were capable of learning and using specific English written discourse skills and that the Writing Workshop format was beneficial to such tasks. However distinguishing Korean written discourse features from English ones in their own or in oihes' writings was inore difficult than learning individual English written rhetorical skills. Most of the students did not display Korean written discourse features in their English writing in a way that preempted the English written discourse skills but when such did occur, it was not recognized either by the wiiler or by her peers. Recognizing when and how our very thinking patterns are influenced by our culture is a difficult process Since the literature on contrastive written discourse styles suggests that the organizational patterns of thought used in the written discourse patterns of any group are tied to culture, the implication to be drawn from the students' difficulty in distinguishing written discourse patterns is that it takes time and experience in analyzing the cultural patterns of one's own culture and that an awareness of the features to be analyzed is the first step. It is noted here that these students did take that step.

Korean EFL Teachers’ Beliefs Regarding English Language Reading Instruction

MURPHY ODO DENNIS 한국중등영어교육학회 2017 중등영어교육 Vol.10 No.1

While there has been substantial research into language teachers’ beliefs and their connection to practice, less attention has been to EFL teachers’ beliefs about foreign language reading instruction. This study investigated Korean EFL teachers’ beliefs about foreign language reading instruction to better illuminate what teachers’ beliefs are and how the educational experiences they felt shaped their beliefs. A qualitative design was used to describe teachers’ interpretations of their experiences. Twenty-one Korean teachers reflected on their beliefs about English reading instruction in Korea. Reflection data showed that respondents identified biographical experiences as affecting their beliefs about teaching second-language reading. Many highlighted the importance of knowing the learner and considering learners’ emotions as key aspects of effective reading instruction. Korean English teachers’ beliefs about second language reading instruction are impacted by several previously unidentified influences that arise from outside the classroom context.

FACTOR PRICE CHANGES AND IMPORTED INTERMEDIATE GOODS

MURPHY, BRENDAN 한국국제경제학회 1989 International Economic Journal Vol.3 No.4

New Approaches to Assessing Nutrient Intakes Using the Dietary Reference Intakes

Murphy, Suzanne P. The Korean Nutrition Society 2003 Nutritional Sciences Vol.6 No.1

The Dietary Reference Intakes (DRI's) are new nutrient intake standards that are being set for the United States and Canada. There are currently four types of DRI's: Estimated Average Requirements (EAR), Recommended Dietary Allowances (RDA), Adequate Intakes (AI), and Tolerable Upper Intake Levels (UL). The EAR is the nutrient intake that would be adequate for about half the population, while intake at the RDA should be adequate for 97-98% of the population. When the data are insufficient to set an EAR and RDA, then an AI is set. The UL is the highest intake level that does not pose a risk of adverse effects. The EAR, AI, and UL may be used to assess intakes of both individuals and of groups of people. For individuals, the EAR is used to calculate the probability that intake is inadequate, the AI is used to decide if the probability of inadequacy is low, and the UL is used to determine if a risk of excess intake is present. For groups. the EAR is used to estimate the prevalence of inadequacy, the AI is used to decide if the prevalence of inadequacy is low, and the UL is used to estimate the prevalence of excessive intakes. Because this approach to setting and applying nutrient standards is new, research recommendations include improving estimates of risk, improving dietary data, and improving statistical methods.

Evaluating SLA Textbook Comprehensibility: Comparing Coh-Metrix Results With EFL Teachers' Ratings

MURPHY ODO DENNIS 현대영어교육학회 2018 현대영어교육 Vol.19 No.2

Target language textbooks are widely used in English teacher preparation programs, but the decision to use them is commonly made with minimal consideration of their difficulty level for the teacher candidates. The purpose of this study was to assess their readability for bilingual pre-service teachers. To accomplish this task, the Coh-Metrix linguistic analysis software was used to analyze the readability and easability of five widely-used SLA textbooks. Coh-Metrix readability indicators showed many of the texts to be at the post-secondary level for L1 speakers. Easability results revealed that texts often lacked many of the features that would make them easier to comprehend. Human readability ratings suggested that many pre-service teachers found them to be moderately challenging revealing somewhat of a mismatch with Coh-Metrix results. EFL teacher educator should consider readability when selecting textbooks for teacher education programs as they may need to provide teacher candidates with access to materials to scaffold their comprehension of these textbooks.

Analysis of readability and text features that support beginning L2 reading development

MURPHY ODO DENNIS 한국초등영어교육학회 2017 초등영어교육 Vol.23 No.3

Researchers have used text analysis software to raise concerns about English textbook continuity within and between various textbook series with respect to key text features such as their readability, vocabulary, syntax and cohesion. However, these text analysis tools have not been used to examine beginning reading textbooks to establish their readability for L2 learners. Similarly, they do not identify whether beginning L2 reading texts take into account text features that support beginning L2 reading. To address these questions, grade five texts were selected because these are the first intact texts that L2 learners are exposed to in the public school curriculum. The Coh-Metrix linguistic analysis software compared results from a traditional readability formula and an updated readability formula for L2 readers. An additional analysis of text features deemed to be essential dimensions of text cohesion and processability was performed. Results revealed that texts were generally readable according to a traditional and L2 readability analyses. However, discrepancies surfaced in text readability depending on the textbook or readability formula used. Easability results showed that theses texts were generally high on traditional indicators like narrativity and syntactic simplicity but low on other important indicators of text ease such as word concreteness and cohesion.

An Analysis of Lexical Bundles in a High-stakes Test of L2 Reading: A Corpus Based Study

MURPHY ODO DENNIS 부산대학교 과학교육연구소 2023 교사교육연구 Vol.62 No.1

Formulaic language has traditionally not been given sufficient consideration by ELT materials developers. Thus, the lexical bundles (LBs) used in reading texts found in high stakes language tests may not reflect the kinds of phrasings used in the target domain of the test calling its validity into question. To investigate this issue in the English section of the Korean college scholastic ability test (CSAT), all of the reading texts from the 2017 through 2021 CSAT examinations were used to build a CSAT corpus which was compared with the Manually Annotated Sub-Corpus (MASC) reference corpus and Martinez & Schmitt’s (2012) PHRASE list. LBs were extracted for the analysis using Wordsmith 8. The analysis involved examining the frequency and distribution of lexical bundles and other linguistic features in the two corpora. It was found that only two LBs were shared between the top ten most frequent phrases in the CSAT and MASC, indicating that most of the high-frequency LBs in the CSAT were not the same as those in the MASC. The structures and functions of LBs were also compared, and while there were some minor differences between the two corpora, they were generally similar. Additionally, the CSAT contained fewer useful LBs than the MASC, but the difference was not large. Based on these findings, it is suggested that CSAT creators give more consideration to the formulaic language used in the adapted texts used in the CSAT.