1 Hersh, R., "What is mathematics, really?" university EFL students pea : 2003
2 Hersh, R, "What is mathematics, really?" 2003
3 Swain, M, "Three functions of output in second language learning" Oxford University Press 125-144, 1995
4 "The applicability of the immersion approach to college foreign language instruction" 221-226, 1988
5 Omaggio Hadley, A, "Teaching language in context" Heinle & Heinle 2000
6 Robinson, P, "Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. Cognition and second language instruction" Cambridge University Press 287-318, 2001
7 Pica, T, "Subject-matter content: How does it assist the interactional and linguistic needs of classroom language learners?" 86 (86): 1-19, 2002
8 Swain, "Some roles of comprehensible input and comprehensible output in its development Input in second language acquisition" Newbury House Publishers 235-256, 1985
9 Hauptman, "Second-language acquisition through subject-matter learning A follow-up study at the University of Ottawa" 433-475, 1988
10 "Learning language through content Learning content through language" 281-295, 1991
1 Hersh, R., "What is mathematics, really?" university EFL students pea : 2003
2 Hersh, R, "What is mathematics, really?" 2003
3 Swain, M, "Three functions of output in second language learning" Oxford University Press 125-144, 1995
4 "The applicability of the immersion approach to college foreign language instruction" 221-226, 1988
5 Omaggio Hadley, A, "Teaching language in context" Heinle & Heinle 2000
6 Robinson, P, "Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. Cognition and second language instruction" Cambridge University Press 287-318, 2001
7 Pica, T, "Subject-matter content: How does it assist the interactional and linguistic needs of classroom language learners?" 86 (86): 1-19, 2002
8 Swain, "Some roles of comprehensible input and comprehensible output in its development Input in second language acquisition" Newbury House Publishers 235-256, 1985
9 Hauptman, "Second-language acquisition through subject-matter learning A follow-up study at the University of Ottawa" 433-475, 1988
10 "Learning language through content Learning content through language" 281-295, 1991
11 Kang, AeJin, "How to promote comprehension and participation in CBI courses: The SIOP model" 60 (60): 159-196, 2005
12 Swain, "Getting two for one" Lexington Heath and Company 91-103, 1991
13 Brinton, D, "Content-based second language instruction" The University of Michigan Press 2006
14 Stoller, F, "Content-based instruction: Perspectives on curriculum planning" 24 (24): 261-283, 2004
15 Met, M, "Content-based instruction. Routledge encyclopedia of language teaching and learning" Routledge 137-140, 2004
16 Doughty, C, "Communicative focus on form. Focus on form in classroom second language acquisition" Cambridge University Press 114-138, 1998
17 Robinson, P, "Cognitive complexity and task sequencing: Studies in a componential framework for second language task design" 43 (43): 1-32, 2005
18 Robinson, P, "Attention and memory during SLA. The Handbook of second language acquisition" Blackwelll Publishing 631-678, 2003
19 VanPatten, "Attending to content and form in the input An experiment in consciousness Studies in Second language Acquisition" 287-301, 1990
20 Parkinson, J, "Acquiring scientific literacy through content and genre: A theme- based language course for science students" 19 : 369-387, 2000
21 Number, "APPENDIXTest of Mathematics and Translationywk TEST 050328St Every nonempty subset of Zhas a smallest element where Z is the set of positive integers" 1-10,
22 If is a set, "A countable union of countable sets is countable where R is the set of real numbers then there exists an order relation on which is a well-ordering There exists a set such that there is an injective map Let ∼ be an equivalence relation defined on There may exist equivalence classes and such that and The power set of a countable set is countable The class of natural numbers ordered in the usual way There is an inductive set which does not have a maximal element ◎ Translate the following paragraphs from Korean into English"
23 Snow, "A conceptual framework for the integration of language and content in second/foreign language instruction" 201-219, 1989
24 & Buscaglia, "A comparison of second language classroom environments Studies in Second Language Acquisition" 323-342, 1985
25 Skehan, P, "A Cognitive approach to language learning" Oxford University Press 1998