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- 저자 : ( Inja Lim ) (검색결과 62 건)
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Lim, Injae 서울대학교 어학연구소 2003 語學硏究 Vol.39 No.3
This study describes the instructional strategies of a Korean public elementary school teacher in carrying out a communication-oriented EFL curriculum. It also examines the extent to which the nature of his teaching practices corresponds to the curricular goals of a proficiency-oriented, functional, and learner-centered language teaching approach. The findings from non-participant observation and interview data show that the participating teacher was exploiting distinctive strategies to enact the given curriculum in spite of his limited experience in and resources for EFL instruction. However, due to his Inadequate perception of a communicative language teaching as well as to the managerial issues inherent in authentic classroom context, some aspects of his teaching pattern did not always endorse the curricular objectives as stated. In order to facilitate the implementation process of the curriculum, this study suggests classroom teachers be provided readily with a variety of teaching resources that are eclectically applicable to individual teaching environment. At the same time, teacher education programs should put more emphasis on enabling them to reflect on as well as to continue to revise the design of their lesson and the practicality of their teaching behaviors.
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Speech Intelligibility of Korean EFL Learners : Role of Proficiency, Text Type and Text Length
Injae Lim,Jeong-Im Han,Taehwan Choi,Joo-Kyeong Lee 아시아영어교육학회 2016 The Journal of Asia TEFL Vol.13 No.4
The purpose of this study was to investigate whether and to what extent the intelligibility of Korean EFL learners’ speech at the text level is affected by their English proficiency, text type, and text length. Various speech materials produced by native English speakers and two Korean EFL speaker groups (high vs. low proficiency) were presented to native English listeners and two Korean EFL listener groups, respectively, for comparison of intelligibility scores. The results showed that the listeners’ overall proficiency played the most critical role in determining the level of speech intelligibility for all speaker groups, regardless of the type and length of speech materials. The speakers’ proficiency level in terms of pronunciation, however, had no significant effect. As for the text type, dialogue texts were consistently more intelligible than monologues to all listener groups while the effect of text length varied depending on the text type. These results suggest that L2 learners’ speech intelligibility needs to be examined within the context of natural L2 text beyond word- and sentence-level utterances in consideration of the interaction of text-related features and other learner variables. Some pedagogical implications are also discussed.
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Inja Lim 대한생리학회-대한약리학회 2003 The Korean Journal of Physiology & Pharmacology Vol.13 No.4
Carbon monoxide (CO) is low molecular weight oxide gas that is endogenously produced under physiological conditions and interacts with another gas, nitric oxide (NO), to act as a gastrointestinal messenger. The aim of this study was to determine the effects of exogenous CO on L-type calcium channel currents of human jejunal circular smooth muscle cells. Cells were voltage clamped with 10 mM barium (Ba<SUP>2</SUP>) as the charge carrier, and CO was directly applied into the bath to avoid perfusion induced effects on the recorded currents. 0.2% CO was increased barium current (I<SUB>Ba</SUB>) by 15⁑2% (mean⁑S.E., p<FONT FACE= 바탕 ><0.01, n=11) in the cells. To determine if the effects of CO on barium current were mediated through the cGMP pathway, cells were pretreated with 1-H-[1,2,4]oxadiazolo[4,3,-a]quinoxalin-1-one (ODQ, 10<FONT FACE= 바탕 >μM), a soluble guanylyl cyclase inhibitor, and exogenous CO (0.2%) had no effect on barium currents in the presence of ODQ (2⁑1% increase, n=6, p<FONT FACE= 바탕 >>0.05). CO mediates inhibitory neurotransmission through the nitric oxide pathway. Therefore, to determine if the effects of CO on L-calcium channels were also mediated through NO, cells were incubated with N<SUP>G</SUP>-nitro-L-arginine (L-NNA, 1 mM), a nitric oxide synthase inhibitor. After L-NNA pretreatment, 0.2 % CO did not increase barium current (4⁑2% increase, n=6, p<FONT FACE= 바탕 >>0.05). NO donor, SNAP (20<FONT FACE= 바탕 >μM) increased barium current by 13⁑2% (n=6, p<FONT FACE= 바탕 ><0.05) in human jejunal smooth muscle cells. These data suggest that CO activates L-type calcium channels through NO/cGMP dependant mechanism.
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Inja Lim,Jihyun Yun,Seungtae Kim,Soonchul Myung,Taeho Kim,Hyoweon Bang 대한생리학회-대한약리학회 2004 The Korean Journal of Physiology & Pharmacology Vol.13 No.1
Exogenous carbon monoxide (0.2%) increases L-type calcium (Ca<SUP>2</SUP>) current in human jejunal circular smooth muscle cells. The stimulatory effect of carbon monoxide (CO) on L-type Ca<SUP>2</SUP> current is inhibited by pre-application of L-NNA, a classical competitive inhibitor of nitric oxide synthase (NOS) with no significant isoform selectivity (Lim, 2003). In the present study, we investigated which isoform of NOS affected CO induced stimulation of L-type Ca<SUP>2</SUP> current in human jejunal circular smooth muscle cells. Cells were voltage clamped by whole-cell mode patch clamp technique, and membrane currents were recorded with 10 mM barium as the charge carrier. Before the addition of CO, cells were pretreated with each inhibitor of three NOS isoforms for 15 minutes. CO-stimulating effect on L-type Ca<SUP>2</SUP> current was partially blocked by N-(3-(Amino-methyl) benzyl) acetamidine·2HCl (1400W, an iNOS inhibitor). On the other hand, 3-bromo-7-nitroindazole (BNI, a nNOS inhibitor) or N<SUP>5</SUP>-(1-Iminoethyl)-L-ornithine dihydrochloride (L-NIO, an eNOS inhibitor) completely blocked the CO effect. These data suggest that low dose of exogenous CO may stimulate all NOS isoforms to increase L-type Ca<SUP>2</SUP> channel through nitric oxide (NO) pathway in human jejunal circular smooth muscle cells.
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A Development of an Interpretation Course for EFL Undergraduate Students
임인재(Injae Lim) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.3
The purpose of this study was to develop an appropriate teaching model for a newly implemented English-Korean interpretation course in a four-year college in Seoul. For being a non-major track class which required no pre-screerung process for students, its curricular goals and teaching methods were to be differentiated from those for professional programs. Thus, following that students' primary goal of taking this course was to enhance overall proficiency in English, the methodological orientation of the model became to incorperate some integrated L2 learning activities into interpretation training. In addition, by placing purticular emphasis on comprehending and conveying the meaning of given texts, it also attempted to achieve the most basic principle of L2 learning and bilingual interpretation. At all phases of the lesson development, active student roles in and reactions to the learning process were encouraged. Not only were they invited to select lesson topics and materials, their opinions of the contents, structure, and teaching activities of the lesson were also reflected in the initial design and then revision of the model. The main text of the study reports the actual process of the lesson development, including the layout of the model as weIl as the results from three different student surveys regarding the focus and direction of the lesson, effects of different activities in light of their objectives, and ideas for future revision.
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Vocabulary Learning in a Content-Based ESL Classroom: An Interactional Perspective
임인재(Injae Lim) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.1
The present study attempted to describe the process of I.2 vocabulary teaching and learning in a communicative, content-learning English classroom, with particular attention to the features of participants' interaction and the learning context. To this end, a multi-ethnic ESL class from a U. S. public elementary school was observed and recorded via non-participant observation. The results showed that learners' pick-up and use of L2 words and phrases were greatly influenced by peer's lexical choices as well as subsequent teacher reactions. The learners were active monitors of the ongoing class interaction and fast adopters of the seemingly favored L2 expressions, who kept testing out the meaning and usage of those words in similar situations. More importantly, the instructional goal of the lesson and teaching activities, the context of preceding interactions, and learners' knowledge about the topic were also important factors to determine their comprehension and the use of English expressions in a given context. From these results it was implied that future studies should incorporate more information on the interactional aspects of the learning process that occur in a communicative classroom context as a means to describe the nature as well as the effect of L2 vocabulary learning and instruction.
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Teaching Vocabulary in a Second Language Classroom : A Critical Review
임인재(Injae Lim) 한국영미어문학회 2005 영미어문학 Vol.- No.76
The purpose of the present paper is to review the effectiveness of different teaching approaches and the role of related variables in L2 vocabulary learning process as an attempt to help classroom teachers devise an appropriate method for their own teaching environment. Beginning with the practical issues involved in the definitional approach, it examines the theoretical principles and empirical findings of the semantic field approach, the contextual approach, and the keyword mnemonics approach Then, with regard to the inconclusive results from comparative studies, other intervening factors than the presentation and practice methods -such as target word features, learners' overall proficiency, and background knowledge of the learners- are discussed. Also highlighted is the critical role of classroom teachers to adopt each method for the characteristics of their learners. Finally, arguing that recent research has paid relatively less attention to developing productive knowledge and skills, the pedagogical value of teaching collocations and the lexical approach are explored as alternatives for a more appropriate and communicative use of L2 vocabulary.
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