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“The Restoration of Morality in East of Eden.” Studies in English Language & Literature 39.2(2013): 1-20. John Steinbeck is a writer who has a wide knowledge of literature and styles. First of all, he wants to show us the way of dignified life and the man’s existence and reality. His works tend to express the consensus between man and nature. Since 1950’s, his work’s trend has changed from the man’s biological analysis to the human beings themselves. East of Eden depicting the Trasks’ history from the Civil War to World War I is one of the Steinbeck’s best works. As the title shows, Steinbeck explains the conflict between good and evil in man’s inner heart based on the biblical tale of Cain and Abel. Through the conflicts of good and evil on the Trasks’ three generations, man usually has an evil intention but he can remove it by his own strong will. The main topic of this novel is the hidden meaning of a Hebrew verb, timshel, in Genesis IV. 7. Steinbeck reveals the word is reasonably and truly more closer to the man’s free will. He thinks men have the free will to choose either good or evil and they have to take a responsibility for their own choice. I think Steinbeck presents us the way of living with dignity through the restoration of morality.

Jitney: A Postcolonial Reading.” Studies in English Language & Literature 39.2 (2013): 21-40. August Wilson has written ten cycles plays that deal with African Americans' experiences of the twentieth century since Emancipation. Jitney is the 9th work set in 1970s among them. Jitney shows three types which are main issues of postcolonial discourse, which are the replacing of the Canon, the searching of traditional black cultures, and the correct setting of black history. The replacing of the Canon is shown through characters who deconstruct and develop blacks' stereotypes assigned by white people. The searching of traditional black cultures is shown through blues which includes the cultural responses of black people in America as a philosophical system containing ideas and attitudes of them. The correct setting of black history is shown through their independent life which characters like Youngblood and Booster build blacks' new image and help one another in black community. Jitney is the work projected for the life of universal black people, the recreation of perfect Pittsburgh, and the history by black people, for black people, and of black people.

“Henchard’s Failing Patriarchical Speech Acts presented in The Mayor of Casterbridge.” Studies in English Language & Literature. 39.2 (2013): 41-58. This paper aims to study the patriarchical speech acts presented with The Mayor of Casterbridge written by Thomas Hardy. The features of this work is focused that speech acts of main characters are being performed in the agricultural community, Casterbridge. This story is classfied into 'novels of Character and Environment' which is centered on a story of character and fortune of a man. Through the 'words' and 'letters' of the hero Henchard, we can see his character and life correctly. I will study how Henchard's patriarchical speech acts affect the surrounding characters—Susan, Farfrae, Lucetta, Elizabeth Jane and Newson in this novel. Character can signify 'sign' or 'letter' Henchard would present. What seems most significant is the way that words and letters becomes Henchard's enemy. The speech acts which reveal the emotion and volition of a man finally destroy him. From the beginning to the end of this novel, Henchard is doomed to be bound by his words. He is always at the mercy of his own words and when he tries to use others' words against them, he always falters, unable to commit such violent acts. Thus, Henchard's Speech acts knock over him and his family, and in the end make him a victim of his community.

The Issue of the ‘New Negro’ literature, Recovery of Blackness.” Studies in English Language & Literature 39.2 (2013): 59-80. This study aims to discuss the recovery of blackness that the ‘New Negro’ writers explored as their main literary issue. The writers, such as Charles Chesnutt of the post-Reconstruction era, and then Claude McKay, Langston Hughes, and Zora Neale Hurston of the Harlem Renaissance era, try to explore and recover African Americans' unique blackness in terms of racial identity, politics, and culture. More specifically, McKay contributes to the recovery of blackness in his political exploration, and the other writers do this in terms of their cultural exploration. However, they all proceed to interrogate the twin doctrines of white supremacy and anti-black racism in mainstream American literature. They seek to create more self-awareness among black people. Additionally, their ardent wish for the racial uplift is a source of inspiration and angst. They seek to prove that African Americans can be uplifted politically, morally, intellectually, and culturally. Especially, Hughes and Hurston make a great deal of contribution to recovery and recreation of black cultural forms. Using these forms, they seek to voice communal identity, maintain traditional values, protest racial inequalities, express desires for self-definition, encode messages, pass on collective wisdom, and resist and subvert dominant power structures.

“The World of Shakespeare’s Sonnet 20.” Studies in English Language & Literature 39.2 (2013): 81-100. Interpreters of Shakespeare’s sonnet 20 can be divided into two groups. The interpreters in one group find sexual attraction revealed toward the friend(‘thou’) but those in the other group find that such an attraction is denied. Such conflicting views are caused by the ambiguities and sexual puns of sonnet 20. Double entendres that words such as ‘passion’, ‘nothing’, and ‘prick’ carry make both homosexual readings and anti-homosexual readings possible. The fact that male and female were not typically divided into two discrete sexes with distinct reproductive parts and processes in Shakespeare’s days also helps readers enjoy such conflicting readings. This paper attempts to prove that it is the world of Shakespeare’s sonnet 20 where such conflicting readings are possible because sonnet 20 reflects the contradictions and ambiguities in social, cultural and intellectual situations of his times when Judeo-Christian morals against homosexuality and ancient Greek and Roman cultures for homosexuality coexisted and pederastic sexual relationships on Greek model were not rare.

“Rereading Dimmesdale of The Scarlet Letter with sensuous sympathy.” Studies in English Language & Literature. 39.2 (2013): 101-120. Dimmesdale of The Scarlet Letter is given both wonderful qualities and tragic flaws as a tragic hero. In the beginning, he fails to enact Hawthorne's ideal man as a lover, father and minister as he shows a lack of sympathy toward his loved ones, Hester, Pearl and the congregation. His own self-centered egoism, fears of shame, angst toward death are stronger and more prominent than his sympathy for others. With self-directed pity, he grieves more for himself than for others. But gradually Dimmesdale becomes sympathetic through the agony, grief and sorrow of Pearl as he undergoes a process of “mere sensuous sympathy” toward others, especially his daughter Pearl. Pearl plays a key role for Dimmesdale to be humanized, in the sense that his humanization is deeply related with his affectionate, paternal touch with Pearl and experiences in such a quasi-familial relationship. Eventually, Dimmesdale becomes imbued with self-confidence and moral strength to confess his adulterous sin, while he stands on the scaffold for the last time to meet triumphant cathartic death. Through Dimmesdale's story of emotional transformation in The Scarlet Letter, Hawthorne affirms that being in a community through sympathy entails hopes of humanization and human optimism.

“φ-features and Discourse-agreement features.” Studies in English Language & Literature. 39. 2 (2013): 121-151. Agreement is one of the most familiar and well-studied parts of grammar. Many languages have distinct patterns depending on a range of language families. In general, some languages have been identified as an agreement-based language, whereas others are discourse-configurational languages. Miyagawa (2005) has categorized languages as agreement or focus prominent, depending on the type of grammatical features (discourse or agreement) they allow to inherit from C to T. Some languages have been identified as agreement-based languages, highlighting agreement markings such as in English. On the other hand, other languages are discourse-configurational languages, emphasizing on discourse functions such as in Japanese. Miyagawa (2010) argues that in agreement languages, the φ-probe triggers movement at T, whereas in discourse-configurational languages, topic/focus triggers movement at T. The φ-feature agreement and topic/focus are computationally equivalent in narrow syntax. Miyagawa (2010) claims that Korean is considered as a discourse-configurational language. However, in this paper, I claim that there is a third category which has both agreement and discourse features and that Korean is an example of this type of language. To support this, I analyze Korean as a discourse-prominent language by using Miyagawa's (2010) proposal. The analyses are based on the following: Subject agreement, Inheritance of topic/focus features from C to T, and Pro-drop. At the same time, I suggest that Korean is also an agreement-prominent language through imperatives and promissives, honorification, and the blocking effect. My analyses justify my theory of combination languages which are based on both agreement features and discourse features.

“A Study on the Development of Productive Language Skills of English for Korean College Students.” Studies in English Language & Literature. 39.2 (2013): 153-171. The purpose of this study is to examine the effective and useful English learning and teaching program through content-based instruction in order to develop English speaking and writing proficiency in terms of learners’ motivation, confidence and anxiety. Each group of 20 Korean college senior students in the controlled and experimental group participated in the study which asked them to use English or Korean alternatively for three (class) hours every week for six months. The results on the participants’ speaking and writing proficiency are determined on the basis of the increase in their TOEIC scores, a well-known speaking and writing proficiency test. In addition, the participants’ motivation, confidence and anxiety levels are measured utilizing questionnaires. It is revealed that content-based instruction under a Korean English instructor rather than a native speaker is successful in enhancing Korean college senior students’ speaking and writing skills of English. Particularly, it works better with the students who have beginning and intermediate speaking and writing proficiency in the experimental group. The program is useful and effective for increasing motivation and confidence along with lowering learning anxiety in speaking and writing English. This study implies that content-based instruction under a Korean English instructor using the communicative skills between Korean and English listening materials including reading is highly positive to develop the speaking and writing proficiency of English.

“Teaching English Near Synonyms Using Corpora.” Studies in English Language & Literature. 39.2 (2013): 173-195. A lot of lexical misuse problems in the foreign language learning concern near-synonyms. Most L2 learners are not good at the subtle semantic distinctions among near-synonyms. Near-synonyms are words that means nearly the same thing. The purpose of this study is to recognize their collocational differences in the context of corpora to improve L2 lexical learning. This study tries to identify subtle difference between near-synonyms of transitive verbs for the verbs can serve as an effective tool for it. Questionnaires are conducted to 40 English-major students to compare the effects of the corpus-based approach with the ones of the traditional approach to discerning near-synonymous pairs. In this survey the students are asked their opinions of usefulness of the three ways ― English-Korean dictionaries, CTRW, and corpora ― to learn the usage of near synonyms. The test result of the subjects' perception of usefulness have proved that the corpus approach is the best way of recognizing the semantic differences of near-synonyms.

“An Analysis of Passive Constructions based on ARG-ST.” Studies in English Language & Literature. 39.2 (2013): 197-219. The purpose of this paper is to explain passive constructions based on ARG-ST(Argument Structure) in HPSG. Passive Lexical Rule that was set up to deal with passive constructions in Pollard & Sag(1994) was not sufficient to explain passive constructions. This paper accepted nested ARG-ST by Manning and Sag(1998) and the revised control theory suggested by Asudeh(1998). The analysis of passive constructions with ARG-ST made it possible to solve complicated sentences in which there came out passive constructions and control constructions simultaneously. However, There existed PRO in the derivational type that Manning and Sag(1998) gave as the "universal characterization" of passive. Therefore, we eventually adapted a slightly different ARG-ST that PRO could be replaced with the content object which was structure shared with a member of the non-embedded ARG-ST. This paper regarded by-phrase as an adjunct phrase. Also, in order to incorporate pseudo-passive construction, SLASH representing a gap was used to connect with the value of LOC(CAL) which could be understood as the object of preposition.

“Realization of English Medial Consonant Clusters by Korean Speakers.” Studies in English Language & Literature. 39.2 (2013): 221-244. This paper discusses some difficulties Korean speakers experience when they pronounce medial consonant clusters of English. We argue that such pronunciation problems stem from systematic differences between the two languages: especially, realization difficulties are induced when phonological requirements of the Korean language influence Korean speakers pronouncing English medial consonant clusters. In Korean, sonority between consonants over a syllable boundary is either falling or equal. If this requirement is violated, a certain repair strategy is adopted to modify such unallowable sonority relationships between consonants. On the contrary, English does not observe such sonority requirement for consonants over a syllable boundary, which allows to license various types of medial consonant clusters. Among the various combinations of medial clusters, clusters with rising sonority tend to spark problems for Korean speakers because such clusters are not familiar to Korean speakers, as well as are not well-formed from the perspective of Korean phonology. Another problem is that Korean does not allow medial clusters such as [l.n] and [n.l] in the output while they are well-constituted medial clusters in English. The /ln/ and /nl/ sequences of English are also very difficult for Korean speakers since Korean speakers are prone to pronounce them [l.l] and [l.l/n.n], respectively. For these pronunciation problems viewed from OT framework, we propose that highest-ranking constraints such as *nl/*ln, SyllCon, and a medially ranked Id-Lat(pv) in Korean are critical in the analysis. The pronunciation problems for Korean speakers are attributed to the ranking difference of those constraints in English. That is, the undominated constraints in Korean are ranked very low in English. Thus, understanding such constraint ranking difference between the two languages is important to promote the learning of the correct pronunciation of English medial consonant clusters for Korean speakers.

“Korean middle school students’ English learning motivation and demotivation.” Studies in English Language & Literature. 39.2. (2013): 245-274. This paper aims to investigate Korean middle school students’ motivation and demotivation in learning English. To date, only a small number of studies have investigated both motivation and demotivation of Korean middle school students’ English learning. A questionnaire with 20 Likert-scale items for motivation and 40 items for demotivation was administered to 457 middle school students in Seoul and Gyeonggi province. A variety of quantitative analyses revealed that there existed four factors for motivation and eight factors for demotivation among the participants. Results indicated that students having high English proficiency had a higher level of English learning motivation than those having low proficiency in all four sub-factors. For students with low English proficiency, as they advance to a higher school grade, their level of motivation gradually decreased whereas that of demotivation increased. The factors having the highest mean score among the demotivational factors were Compulsory Nature of L2 Study and Reduced Self-confidence, which were even seen in high proficiency student group. Statistical results also suggested that motivation and demotivation were not opposite concepts. This implies that intensely competitive classroom atmosphere in Korea focusing on College Scholastic Ability Test influenced both high and low proficiency groups’ patterns in motivation and demotivation.

“Issues and Challenges in Offering English-Medium Instruction: A Close Examination of the Classroom Experiences of Professors.” Studies in English Language & Literature. 39.2 (2013): 275-306. As part of a larger qualitative study, this article examines the ways the national English-medium instruction (EMI) policy is experienced in college classrooms by looking closely into the issues and practices of nine professors working in a regional private university in Korea. I collected data mostly from in-depth interviews and analyzed them qualitatively. The findings reveals that the professors had mixed feelings about their experiences of teaching English-medium classes. While a few were positive about offering EMI because it encouraged students’ participation in class, others evaluated their experience negatively because EMI required them to focus heavily on improving students’ English skills. Still others were ambivalent, expressing frustration with the need to spend much time preparing, while thinking positively of EMI as an opportunity for career advancement. The professors considered that EMI required new teaching approaches and techniques distinct from those used in Korean lectures, which they found challenging. They also regarded students’ low English proficiency as problematic. The study recommends setting up an official EMI preparation program designed to equip students with academic English skills as one example of a concrete management plan for higher education institutions in Korea.