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Kang, Shinwook. “Rereading Robert Frost’s Best Poems: Focusing on Dualism.” Studies in English Language & Literature. 40.3 (2014): 1-25. Of all the major twentieth-century American poets, Robert Frost is “the most well known, the most public, and the least understood.” The main reason of such a phenomenon is that Frost valued above all else in his poetry what he called “the pleasure of ulteriority” which means “saying one thing and meaning another, saying one thing in terms of another.” In addition to it, his peculiar philosophical position called dualism dominates his writing and thinking. So his poems usually challenge readers with their uncertainty, ambiguity, and multiplicity. Therefore, it is very important to reread his best poems based on his dualism including his metaphorical poetics if we want to appreciate his poems correctly and put him in the right place in the American poetic history. (Chonbuk National University)

Kim, Yeonmin. “The Comic Spirit in the Later Poetry of Patrick Kavanagh.” Studies in English Language and Literature. 40.3 (2014): 27-49. In renouncing The Great Hunger (1942), a masterpiece in which the revivalist ideology of W. B. Yeats is fiercely criticized in a realistic style, Patrick Kavanagh in his later years assumes for his poetic hegira a comic spirit that can be examined in two ways: form and content. Recovering from lung cancer in 1955 by the Grand Canal in Dublin, the poet uses the distinctive style of the urban pastoral in praise of God’s grace and love. As he sonnets the epiphany, he is no longer tied to reactionary anger against Irish literary revivalists but instead sings for the values of surrender and “not-caring,” through which he can embrace with loving arms the reality he once disparaged. In contrast with the tragic atmosphere pervasive in revivalist literature, which focuses primarily on heroic deeds of the doomed, Kavanagh underscores with his celebratory tone the significance of the simple lives of ordinary people. He also aspires to a utopian community, theorized as parochialism, in which the residents are filled with a sense of autonomy, unswayed by evaluation from outside. Despite their nationalist creed, the revivalists, however, anxiously depend on the judgment of British critics. Kavanagh’s comic spirit culminates in his humorous satire on revivalist ideology. Distancing himself from his earlier lambasting style in The Great Hunger as well as from Yeats’s dramatized solemnity, he evades all sorts of seriousness with his comic appropriation of Greek mythology and Alexander Pope. (Kyungnam University)

Wang, Eun Chull. “History of Suffering in Palestinian Narratives: Intertextual Relationship Between Mornings in Jenin and “Returning to Haifa”.” Studies in English Language and Literature. 40.3 (2014): 51-74. In “Author’s Note” of Mornings in Jenin, Susan Abulhawa acknowledges her debt to Ghassan Kanafani and Edward Said. This paper explores how Kanafani and Said are absorbed and incorporated into Abulhawa’s text. Abulhawa indicates that the “seed” for her novel was his short story “Returning to Haifa” which is “about a Palestinian boy who was raised by the Jewish family that found him in the home they took over in 1948.” Morning in Jenin indeed absorbs, appropriates and even sharpens Kanafani’s story by bringing into the narrative a Palestinian boy who was first ‘kidnapped’ and then raised by the Jewish parents. Abulhawa also incorporated Said’s “disappointment” about lack of literary works containing “the Palestinian narrative.” It is in this context that this paper juxtaposes, compares, and analyzes two intertextual Palestinian narratives. (Chonbuk National University)

Yu, Myong-Ja. “The Uncanny-Mechanism and 『떠오름』(Aloft) by Chang-Rae Lee.” Studies in English Language & Literature. 40.3 (2014): 75-95. From E. Jentsch to S. Freud, several authors have written essays dealing with the uncanny. However, it seems much still remain to be explored, especially its role in the creative activities. This paper is an attempt to illustrate the dynamic function of the uncanny taken as a developmental mechanism. Its main stages observed in this paper are as follows: the first stage of settling of the uncanny affect figure, the second stage of pathological confusion, the third stage of fatal accident and the fourth stage of self-destruction or getting over that tragedy. Here the fatal accident could be overcome by chance, or the subject will survive it if somehow he is physically and mentally strong enough. Likewise, not only will he be able to avoid the self destruction, but realize he lived and went through a sort of fantasy. This opens him the next level of the uncanny-mechanism; After awakening, he now tries to reach out for an upgraded stage of uncanny, namely, the stage of sublimation. This last stage will sometimes be connected to the literary and artistic creations. The ‘double’, ‘deja vu’, and ‘unhomely home’ are frequent themes of those literary creations. Aloft(2004) by Chang-Rae Lee shows a quite subtle form of the uncanny effect evoked by a non- pathological protagonist. Its originality lies in that the author succeeds in presenting the invisible dynamism of the uncanny through the description of the visible elements although the story ends at the stage of the surmounted fatal accident without going much further to get into the stage of sublimation. (Kyungpook National University)

Kim, Young-sook. “A Study on Translation of English Social Dialects into Korean.” Studies in English Language & Literature. 40.3 (2014): 97-116. This study aims to interpret social dialects in English literary works and look for a method of translating them into Korean from the perspective of sociolinguistics. Many Victorian writers intentionally employed social dialects to imply the social and educational background of characters in their novels. For this reason when analyzing their works, it is necessary to identify and understand the dialects in the text. Furthermore, when translating their works, those dialects should be reflected into the target language with care. As translating is the process of decoding signs in the source text and then encoding the decoded signs into the target text, this study firstly identifies specific dialects in the source text and understands their function and meaning. Secondly, the existing translated works are inspected to figure out how those English social dialects were decoded and encoded into Korean. Lastly, this study tries to propose a new translation method utilizing Korean social dialects for the translation of English social dialects and then examines its practicability. (Ulsan University)

Kim, Jungyin (Janice). “Using the discourse of cool to participate in alternative school practices.” Studies in English Language & Literature. 40.3 (2014): 117-143. The purpose of this study is to examine the discourse practices associated with so-called “being cool” for African American adolescent males who attend the My Brother’s Keeper program at Malcolm X Academy in Illinois. In this study, I am interested in how the discourse practice of “cool” adolescent African American men factors into their school participation. The study takes on a post-critical notion of discourse as the main theoretical frame, explores issues of culture and its production, and talks about resistance theory and its relationship to the discourse of “being cool.” Results indicate that students through various discourse practices related to “being cool” produce a sub-culture within their school. This sub-culture--the discourse community of the “cool kids”--instigates its own standards for membership that is not interpreted as resistance and opposition but as a discursive construction of an alternative space needed for some students to exist in school. Thus, a discourse like “being cool” allows certain students (e.g. “cool kids”) the opportunity to participate in school using discourse practices known, accepted, and made popular by the students themselves and the broader social world they participate in. (University of Illinois)

Park, Young Ye. “An analysis of learning components of phonics activities in seven 4th grade elementary English textbooks developed in the 2008 national curriculum.” Studies in English Language & Literature. 40.3 (2014): 145-171. The purpose of this study was to analyze and compare learning components of phonics activities in seven 4th grade elementary English textbooks developed in the 2008 national curriculum. Learning components of phonics activities in each text book were analyzed according to the following criteria: the number of alphabet letters and phonemes, the teaching sequence of the phonemes, the number of vocabulary items, and the types of vocabulary. The results of this study revealed that there were wide discrepancies in the number of learning components of phonics included in the textbooks. The number of alphabet letters, phonemes, and vocabulary items selected for phonics activities varied, while one textbook included twice as many learning components as the one with the least amount. It was also found that the sequence of teaching phonemes in some textbooks didn’t reflect the general teaching principles for phonics. A number of vocabulary items composed of complex spelling were likely to create learning difficulties in decoding words. Based on the results of the study, suggestions for development of the elementary English textbooks were provided. (Daegu National University of Education)

Park, Hanki. “The Polysemy of Double Object Constructions.” Studies in English Language & Literature. 40.3 (2014): 173-195. This paper addresses the different meanings of double object constructions. Verbs of <giving> take X and H as its objects to constitute {A v<giving> H X} meaning “A transfer X to H,” while verbs of <taking-away> constitute {A v<taking-away> H X} meaning “A transfer X from H.” Non <giving> verbs in DOCs are classified into four different semantic categories; <<sending>giving> verbs, <<preparing>giving> verbs, <<getting>giving> verbs, and <<producing>giving> verbs. Non <taking -away> verbs in DOCs are grouped into two different categories; <taking-away<getting>> and <taking-away<losing>> verbs. Write, a <producing> verb or <sending> verb in monotransitive constructions, takes X and H as its objects to constitute either {A v<<sending>giving> H X} as in He wrote her a poem or {A v<<producing>giving> H X} as in He wrote her a letter, exemplifying lexical ambiguity. A <getting> verb, steal takes X and H as its objects to constitute either {A v<<getting>giving> H X} as in Steal me a mink for my birthday or {A v<taking-away<getting>> H X} as in He stole me a mink for his wife’s birthday, exemplifying structural ambiguity. (Chonnam National University)