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The present study investigates native (L1) and second language (L2) processing of scope ambiguities in English sentences containing the universal quantifier every in subject NP and negation. Previous studies in L1 and L2 processing of scope ambiguities have found speakers to generally employ a 'minimal effort' principle that highly prefers the surface scope reading regardless of contextual support because accessing the inverse scope reading incurs significant processing cost. The present study compared L1 and L2 scope judgments and processing strategies of sentences such as "Every horse didn't jump over the fence" and examined whether the two groups differ in their speed and manner of analysis. Thirty native English speakers and 42 Korean learners of English participated in a self-paced reading/interpretation task that has context (ambiguous vs. unambiguous) and scope reading (surface vs. inverse) as variables. The results revealed significant differences in scope endorsement rates with L2 learners arriving at the surface scope as the dominant reading and L1 learners' judgments being highly dependent on contextual ambiguity. Moreover, L1 vs. L2 differences in processing strategies were found: L2 learners exhibited a strong tendency to arrive at the most economical interpretation while L1 speakers consulted detailed syntactic and semantic rules of computation.

This study investigated if the difficulty of instructional classroom English in primary teacher-guidebooks of English is adequately manipulated by learner-proficiency. Corpora of classroom English were compiled from 20 guidebooks from five publishers, approved following the 2015 Revised National Curriculum of Korea. Extracted materials from grades three and four were compared with those of grades five and six to observe variations in the difficulty. Coh-Metrix, a software application that computes an extensive range of measures on cohesion and language, was used for analyses. With evidence-based assessments on (psycho)linguistic features and patterns of classroom English, we report results both congruent and incongruent with the prospect that the difficulty should increase as learners become more proficient. Overall, although partial difficulty manipulations between the two levels were noted, inconsistent results and invariances were also observed, disclosing much room for improvement of classroom English in the guidebooks. Some implications toward teacher-guidebook development, particularly in its classroom English, are suggested.

Languages often use different constructions to convey the same meaning. For example, the meaning of a causative construction in English ("Jen had her computer fixed") is conveyed using an active structure in Korean ("Jen-NOM her computer-ACC fixed"), and yet little is known about how bilinguals represent and process such constructions. The present study investigated whether late bilinguals develop shared or language-specific representations for crosslinguistically different (causatives) and similar (transitives) constructions. Using between-language structural priming, Experiment 1 showed that proficient Korean-English bilinguals exhibited a stronger priming effect for transitives than did less proficient bilinguals. Using a picture-sentence verification task, Experiment 2 showed that proficient bilinguals were more likely to apply the rules of Korean causatives to the processing of English causatives than were less proficient bilinguals. Our results suggest that Korean-English bilinguals share syntactic representations for both similar and different constructions, indicating that the bilingual system is highly integrated.

This mixed-method study examines the effectiveness of teaching Google search techniques (GSTs) to Korean EFL college students in an intermediate-level academic English writing course. 18 students participated in a 4-day GST workshop consisting of an overview session of the web as corpus and Google as a concordancer, and three training sessions targeting the use of quotation marks ("") and a wildcard (*). Each session contained a pre-test, a 30-minute training, and a post-test, and each training session focused on one of the three key writing points: articles, collocations, and paraphrasing. Two questionnaires for demographic information and GST learning experiences were conducted. The results showed a statistically significant effect for the overall gain score. In particular, participants' use of articles greatly improved after the training--in contrast to their use of collocations and paraphrasing. Lack of grammar and vocabulary knowledge seemed to hinder their data-driven learning, especially for collocation use and paraphrasing. The questionnaire data showed that all students found the GSTs beneficial, mostly because they were easy to use for confirmation and correction. Overall, both quantitative and qualitative data suggest that teachers' meticulous guidance and vigilant individualized feedback are necessary to facilitate L2 self-directed Google-informed writing.

This article presents two experiments employing two structural priming paradigms that investigated whether cross-linguistic syntactic priming occurred in Chinese and English passive sentences that differ in word order (production-to-production priming in Experiment 1 and comprehension-to-production priming in Experiment 2). Results revealed that cross-linguistic syntactic priming occurred in Chinese and English passive sentences, regardless of production of primes or comprehension of primes and language direction (L1-L2 or L2-L1). Our findings indicate that word-order similarity between languages is not necessary for cross-linguistic structural priming, supporting the view of a two-stage model of language production.

Structural priming (or syntactic priming) is a speaker's tendency to reuse the same structural pattern as one that was previously encountered (Bock, 1986). This study investigated (a) whether the implicit learning processes involved in long-lag structural priming lead to differential second language (L2) improvement in producing two structural types (complex, double-object dative and simple, separated phrasal-verb structures) compared to more explicit memory processes involved in no-lag structural priming and (b) whether additional explicit instruction leads to increased production of target structures than either implicit learning or explicit memory processes alone. Learners showed an overall increase in target structure production in a picture description task and marginal improvement in grammaticality judgment tests after the structural priming session. Results revealed that explicit instruction combined with structural priming speeded short-term improvement more than implicit instruction involving implicit learning alone in the form of long-lag structural priming. However, only implicit learning via long-lag structural priming resulted in increased production of the complex structure during a second testing session 1 day later. This study is the first to directly compare explicit instruction to implicit instruction in a structural priming paradigm, taking into account both the complexity of structures and the long-term effects of instruction on L2 production. (Contains 3 figures, 4 tables, and 9 notes.)

A structural priming experiment investigated whether grammatical encoding in production consists of one or two stages and whether oral bilingual language production is shared at the functional or positional level [Bock, J. K., Levelt, W. (1994). Language production. Grammatical encoding. In M. A. Gernsbacher (Ed.), "Handbook of psycholinguistics" (pp. 945-984). San Diego, CA: Academic Press] by manipulating syntactic structure and argument order in structurally parallel Korean and English dative sentences. The results revealed that structural priming across languages can occur when both languages share syntactic structure, independent of argument order. Specifically, cross-linguistic argument-order-independent structural priming in canonical Korean postpositional and English prepositional dative structures was observed, providing evidence for shared bilingual syntactic processing occurring at the abstract, functional level within a two-stage grammatical encoding process. This is the first demonstration of cross-linguistic priming of argument-order-independent structural information. (Contains 1 table and 2 figures.)

Purpose: To investigate the surgical outcomes of vitrectomy for macular hole-induced retinal detachment(MHRD), with respect to the surgical adjunctive method used.Method: We performed retrospective multicenter study of patients who underwent vitrectomy for MHRD. The visual/anatomical outcomes after vitrectomy were analyzed. We also analyzed these outcomes according to surgical method and the presence of persistent macular hole after the vitrectomy.Result: Thirty-four patients (34 eyes) from 6 hospitals were included in this study. The mean age of the patients was 64.56 ± 12.23 years; 31 patients (91.2%) were female. The mean LogMAR best-corrected visual acuity (BCVA) significantly improved 6 months after vitrectomy (p < .001). Retinal detachment completely improved in 32 eyes (94.1%). The visual prognoses and macular hole closure rates were not different depending on subretinal fluid drainage site. The presence or absence of a persistent macular hole after vitrectomy did not affect the visual outcomes. However, the recurrence of MHRD was significantly higher in eyes with persistent macular holes(p = .015).Conclusion: The surgeries to treat MHRD differed in terms of the procedure depending on the surgeons, but the visual outcomes did not differ depending on the surgical adjunctive method employed. There were no differences in the visual prognoses, regardless of whether there was a persistent macular hole; however, recurrence was significantly higher in eyes with persistent macular holes. Therefore, further surgical treatment might be considered for eyes with persistent macular holes after MHRD surgery. [ABSTRACT FROM AUTHOR]

Abstract Background We previously demonstrated that single nucleotide polymorphism (SNP) and haplotypes were associated with aspirin hypersensitivity in asthmatics. We investigated the genetic effects of the SNPs and haplotypes on the expression of the CysLTR2 gene. Methods We measured CysLTR2 protein and mRNA expression in EB virus-infected B cell lines from asthmatics having ht1+/+ and ht2+/+. A gel retardation assay was used to identify nuclear protein binding to the c.-819 promoter site. The function of promoter and 3'-UTR were assessed using pGL3 luciferase and pEGFP reporter system, respectively. Results We found that the expression of CysLTR2 protein was higher in B cell lines of asthmatics having ht2+/+ than in those having ht1+/+. PMA/ionomycin induced higher mRNA expression of CysLTR2 in B cell lines from ht2+/+ asthmatics than those from ht1+/+ asthmatics. A nuclear protein from the B cell lines showed stronger DNA binding affinity with a probe containing c.-819T than one containing c.-819G. The luciferase activity of the c.-819T type of CysLTR2 promoter was higher than that of the c.-819G type. EGFP expression was higher in the EGFP-c.2078T 3'-UTR fusion construct than in the c.2078C construct. Conclusion The sequence variants of CysLTR2 may affect its transcription and the stability of its mRNA, resulting in altered expression of CysLTR2 protein, which in turn causes some asthmatics to be susceptible to aspirin hypersensitivity.