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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.
조정순 서울대학교 언어교육원 2015 語學硏究 Vol.51 No.2
The purpose of the present study was to investigate whether and how working memory capacity contributes to discourse comprehension in L2. Participants were 60 Korean college students of various academic backgrounds, and their working memory capacity was measured by a reading span task in L1 and L2. Their L2 knowledge and background knowledge were also measured to examine the relative contribution of working memory capacity to L2 reading. Major findings include the following: there was more overlap between L1 and L2 working memory capacity than between L2 working memory capacity and L2 knowledge, suggesting L2 working memory capacity would be more of memory capacity itself than of L2 knowledge; only composite working memory capacity significantly predicted L2 discourse comprehension, but not storage or processing component alone; composite working memory capacity proved to be an independent contributor to L2 discourse comprehension, though less powerful than knowledge variables.
Effects of Different Approaches to Reading Instruction for Korean College EFL Student
조정순,임인재 한국응용언어학회 2009 응용 언어학 Vol.25 No.1
The purpose of this study was to examine the effect of different approaches to teaching reading in EFL classrooms. The participants enrolled in a college English reading course were taught via explicit grammar‐activities, vocabulary enhancement activities, writing activities, and collaborative activities, respectively. Changes in their reading comprehension ability were measured by the tests before and after the course. We also examined the change in participants’ own perception of their learning over the course using self-rating questionnaires, and the interview data with the instructors were used for data triangulation. The results showed the writing integration group, followed by the explicit grammar instruction group, improved the most in overall reading comprehension and in their perception of English proficiency, indicating that active production of L2 benefitted their reading skills more than receptive activities. Findings from this study imply that the integration of teaching reading and writing could be particularly effective for advanced EFL learners such as college- level students. It naturally leads students to critical reading and encourages them to use vocabulary and grammatical structures carefully, all of which seem to facilitate the development of reading skills.
The impact of English language learning on the acquisition of native language among Korean children.
조정순,고현숙,임인재,이신숙 한국응용언어학회 2010 응용 언어학 Vol.26 No.3
The current study intended to explore how English learning affects young Korean learners’ acquisition of their L1. Three groups of young learners different in terms of English learning context participated in the study: EFL, Immersion, and ESL. In order to investigate the possible effects of L2 learning on L1 acquisition among Korean children, their acquisition of phonological processes, lexico-grammatical knowledge, and reading comprehension at discourse level were examined. The results showed that the impact of L2 learning varied across the areas of L1 acquisition, with the most clear-cut difference among groups in lexico-grammatical knowledge. The EFL and immersion children were found largely comparable in their L1 phonological development and reading comprehension. The findings from this study partly supported, but raised questions at the same time about, claims made in previous studies, implying that the impact of L2 learning on L1 acquisition could vary depending on specific contexts of L2 learning to which learners are exposed and the linguistic similarities between the two languages involved.
조정순 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.1
This paper examines whether and how L2 learners’ reading strategies vary depending on the task type or on the measure of eliciting strategy use. Participants were 28 college students in a Korean university. Two reading tasks (i.e., reading for comprehension vs. reading for summarizing) and three measures of strategy use (i.e., pre-reading strategy survey, while-reading think aloud, and post-reading strategy check list) were employed to answer the posed research questions. The researcher’s observation of the participants’ thinking-aloud and a post-task interview were also implemented for data triangulation. All the participants completed two tasks based on two texts (one for each) selected from the same chapter in a book that were considered equivalent in length, readability, and topic. The results revealed that the number of reading strategies reported decreased dramatically in the order of strategy survey, strategy check list, and think aloud. Significantly more frequent use of reading strategy was found in reading for comprehension than in reading for summarizing, large portion of which was devoted to bottom-up style decoding, while in reading for summarizing the students approached the text with more focused attention caring about propositional connections at discourse level. Some other findings are presented along with implications for reading research and for L2 reading instruction.