Earticle

The Effects of Processing Instruction on the Acquisition of Past-tense Maker in Korean Kim, Chang-Goo Previous studies in second language acquisition show that the ‘input’ plays an important role for successful grammar learning. However, Korean language teachers tend to focus on the output practice rather than the input intakes to developmental system in today’s Korean class yet. The present study examines the relative effects of input-based instruction technique, named Processing Instruction(hereafter, PI) with output-based traditional instruction technique(hereafter, TI) on past-tense maker in Korean. Twenty three beginning Korean learners of Chinese were divided two groups(PI & TI), and received instruction on target item separately. The learners’ knowledge of target form was evaluated by comprehension tasks and production tasks. The results indicated that the leaners in both groups gained from instruction and retained the knowledge of target form after 2 weeks in production tasks. But there was not statistical difference between two groups. In the case of comprehension tasks, the PI group gained greater than TI group in posttest, but there was not statistical difference in delayed posttest. These results suggest that the Processing Instruction is more effective technique than traditional technique, especially at least on comprehension of past tense maker in Korean.

The present study explored the effectiveness of processing instruction (PI) in learning second language (L2) idioms by conceptually replicating Sanz and Morgan-Short (2004), which found that PI is sufficient alone in learning L2 syntax, despite the absence of explicit grammar instruction and explicit feedback. Recognizing a research gap of the effects of PI in learning various types of L2 forms, particularly, L2 idioms, the current research attempted to investigate whether the PI would sufficiently promote L2 idiom learning. In order to examine the individual effects of PI, explicit meaning instruction, and explicit feedback, the study operationalized four different learning conditions by manipulating presence/absence of the explicit meaning instruction (MI) and explicit feedback (EF): [+MI, +EF], [+MI, -EF], [-MI, +EF], and [-MI,-EF]. All groups learned ten L2 idioms through the PI while only two groups received MI ([+MI,+EF], [+MI, -EF]) or EF ([+MI, +EF], [-MI, +EF]) in addition to the PI. The [-MI, -EF] learned the target idioms only through the PI. The data, which came from twenty-seven advanced ESL learners, showed that all learners improved the interpretation and production abilities of L2idioms regardless of learning conditions, suggesting that the PI itself is facilitative for L2 idiom learning.

This paper presents the characteristics of a general structured observer and presents an estimation algorithm for a system with external disturbances which are added to the input of the system. By using a disturbance model, the general structured observer can estimate the states of the system is spite of disturbances, where the system is affected from external disturbances. Also, the general structured observer can include the function of a PI observer or high gain observer by properly adjusting the observer's gain matrices. The existence condition for the observer is derived, which can be checked by the system's observability condition and the pole-zero cancellation of the system's polynomial matrix. Through a numerical example, it is verified that the proposed observer is effective estimating the system and the input disturbance.

The present study investigates the effects of structured input (SI) and structured output with structured input (SI+SO) on learning English passive voice. A total of 67 Korean undergraduates were randomly assigned to SI, SI+SO, or a control group. Participants underwent 30-minute instructional sessions over four days, followed by two posttests?one immediately afterward and another a week later. Statistical analyses confirm the positive effects of SI and SI+SO in enhancing the accurate processing and production of English passive forms. Both the SI and SI+SO groups consistently outperformed the control group, with statistically significant differences. This underscores the combined advantages of structured input and output in mastering target grammar and offers valuable insights into effective instructional methodologies to enhance grammar proficiency.

처리 교수는 학습자에게 최적화된 입력 처리 전략을 사용할 수 있도록 유도하여서 학습자가 형태와 의미 사이에 일정한 관계를 형성하는 데 기여한다. 이 교수 방법은 일련의 구조화된 입력 활동으로 이루어지는 명시적 교수 방법으로 구성되는데, 구조화된 입력 활동에는 참조적 입력 활동과 정의적 입력 활동이 있다. 참조적 입력 활동에서는 학습자가 형태와 의미에 주의력을 집중하도록 요구하되 목표 문법, 어휘 등의 의미를 정확하게 해석하도록 유도하는 것이 핵심이다. 반면에 정의적 입력은 학습자의 의미 해석에 정확성과 상관없는 활동으로 구성한다. 따라서 구조화된 입력 활동에서 학습자의 의미 해석과 산출 사이에 상호 연관성이 있는지를 조사할 필요가 있다. 참조적 입력 활동을 하는 동안 학습자에게 그들이 수행한 의미 해석에 대하여 교사가 오류 수정을 주는 활동이 결과적으로 학습자에게 비명시적인 교수의 역할을 하는 것으로 나타났다. 비록 오류 수정이 정의적 입력에서 수행하는 활동은 아니지만 이러한 교수 활동이 참조적 입력 활동을 수행하는 동안 학습자가 언어의 형태와 의미 사이의 관계를 강화시키는 데 기여하는 것으로 볼 수 있다. 따라서 정의적 입력 활동의 가치는 학습자가 이러한 활동을 수행하는 동안 주의력을 의미에 집중시킨다는 가설에 의존한다. 그러므로 이 연구는 학습자가 정의적 입력 활동을 할 때 진정한 반응을 보이는지에 대한 증거를 발견하는 데 목적이 있다. 학습자의 반응을 분석해 보았을 때 질적인 측면과 양적인 측면에서 모두 일관성을 보이는 것으로 분석되었다.

The study of authenticity for Learner Response in Affective Structured Input of Processing Instruction. Processing instruction was developed to push learners to use more optimal processing strategies. Affective structured input consists of activities without correct or incorrect answers. The value of affective structured input rests on the assumption that learners attend to meaning during these activities. The present study examines evidence of meaningful learner responses to affective structured input activities. Learner responses were analyzed qualitatively for plausibility and quantitatively for consistency.

Input delay is frequently encountered in the practical systems since measurement delay and computational delay can be represented by input delay. In this viewpoint, this paper deals with the robust control problem of input delayed systems with structured uncertainty. Robust stability conditions are provided in terms of linear matrix inequalities(LMIs) and it is shown that the proposed conditions can give less conservative maximum bound of input delay guaranteeing robust stability.

본 논문에서는 상태와 입력에 시간지연과 구조화된 불확실성이 있는 시스템을 위한 강인 H/sub .inf./ 제어기를 제안한다. 제안된 제안기는 시간지연의 크기에 관계없이 항상 불확실한 시스템을 안정화시키고, 또한 제한된 크기의 어떤 구조화된 불확실성에 대해서도 항상 폐루프 전달함수의 H/sub .inf./ 노옴의 크기를 주어진 레벨 이하로 줄인다. 제어기는 볼록 최적화 알고리즘을 이용한 LMI 문제를 풀어서 구한다.