Earticle

Ecology certainly isn't a new word. In Greek ("oikos"), it means the home, the place where we live. ecology means the science of how all living creatures interact within our environment on this fascinating, complex Earth. Ecological world-views emphasize the importance of natural environmental systems, ecosystem unity and coherence, and people as part of nature. They focus on harmony between people and nature, and represent radical alternatives to the cosmological and mechanistic world-views. Therefore ecology is fundamentally nature-centered, arguing that nature is valuable in its own right, irrespective of whether it has utility to people. Ecologists call for new nature-centered values and a wholesale transformation of society. Wordsworth's poetry is best suited to ecological attitudes, because the link between man and nature, and nature's ability to teach us of ourselves are a common theme in Wordsworth's writing. He recollected the past and turned for the subjects of his poems to humble people, decrying the man-centered values in industrialized society. On the base of these things required a change in the outlook on the universe and traditional view of world, one of the questions from ecology. Wordsworth learned from nature, and presented nature as a teacher, a comfort and an inspiration, as it granted him a deeper understanding of human life. And he tried to find the interconnections between nature and man as part of nature. So we can read Wordsworth's poems in view of ecological perspective.

This study is to analyze the function and the characteristics of ‘Figures of Language’ in the English and Korean versions of Bible. And it also aims at showing how the ‘figures of language’ should be translated into the Korean language without any misunderstanding of Korean Bible receptors. This paper emphasizes dynamic equivalence rather than formal equivalence in the process of translation. Dynamic equivalence is based on the principle of equivalent effect in the target text. In other words, dynamic equivalence focuses on the idea that the relationship between target culture readers and the message should be close to the relationship between the original readers and the message as possible. Formal equivalence, however is to allow target culture readers to understand as much of the source language context as possible. For the study, the examples of ‘figures of language’ are taken from the Bible, which contains plentiful ‘figures of language.’ For developing a translation method, a theory of textuality is also considered. The metaphor, simile and euphemism as a figures of language make the point that 'figures of language varies with the differences between cultures. That is to say, some figures of speech can be accepted with different meanings according to different languages. Therefore, translators must consider even ‘figures of language’ of target culture. When the Bible is translated with dynamic equivalence, not with formal equivalence, target text receptors come to understand the Bible clearly without any kind of misunderstanding.

The purpose of this paper is to define identities of the women, Mrs. Mooney in "the Boarding House" and Mrs. Kearney, "A Mother." They have been generally criticized by many critics as vulgar philistines who exploit their daughters for their greedy covetousness. But I insist that the women should not be, even though they are not always innocent, considered as rapacious egoists. They are entrapped by the forces of male authority and Dublin, a paralyzed city, in Ireland which has long been suffered from the Great Famine. Their hope and dreams are subject to be baffled and frustrated easily. Mrs. Mooney is described as "a woman who was quite able to keep things herself." Her primary plan to make her daughter happy, however, is to be failed in the long run. Mrs. Kearney is a capable woman who accomplishes a good deal - but only as long as acts as the men of the Committee expect "a lady" to act. As Florence Walzl suggests, "Women in "The Boarding House" & "A Mother" have been particularly vulnerable to societal pressures." Therefore, they never have their will and succeed in their lives in the dusty, stuffy and dirty surroundings, men or milieu. As a result, it seems reasonable to conclude that the women, as two representative mothers in Ireland, should be characterized as social victims.

Bernard Shaw gave the vital power in British circle where was inactive through work activity from the end of 19th century to the beginning of 20th. Shaw was one of the leaders as a member of the execution committee in the Fabian Society. In taking active part in the Fabian Society, Shaw wrote Fabian Essays with Sydney Webb. Shaw insisted that the human institution must meet the flexibility accompanying with the ascending movement of life and according to this need, fabianism was suggested to overcome the weakness of the capitalism and the remove the illusion of the socialism. Fabianism was formulated from the ethical attitudes obtained from the inversion of capitalistic logic and optional addition of economical knowledge from Marx, Ricardo, and Adam Smith as well as the influence upon J. S. Mill and Robert Owen. Shaw was greatly influenced by Henry George in the realization of socialistic policy as the criticism of the capitalism. In the Fabian Essays and his dramas Shaw's wish was the formation of beneficial agency organization which synthesized ill-balanced produce in a region and distribute it as residents' effort, and he found that the land rent was the capitalistic toxin of the capitalism. Shaw tried gradual reformation through the permeation into liberalists. Those days he pointed out socialists' illusion boldly. He recognized that success or failure of a nation's organization depends on how people operate it and found the realistic method of mass production of gentlemen class. But Shaw recognized that human remodeling needs a considerable time because men are accustomed to the traditional method of life and thinking. The presentation of Shaw's superman as the subject who can create and manage a new way of life and improved world may be connected with the progress will of Shaw's Life Force. The situation improvement and the evolutionary development should be the task simultaneously driven, so we can think that permeation and the general progression present the basic principles of Shaw's idea and the literature actively. It is reasonable that Shaw's socialistic thought is spiritual rather than material. Shaw's recognition that no one can reform himself before the society would develop upwards and reform itself is humanistic.

his study aims at interpreting Eugene O'Neill's The Hairy Ape and Desire under the Elms from the perspective of Christianity and anti-Christianity. O'Neill lost faith of religion early life. His lost of belief was based on the imagination for the relation between man and God. So he was pursuit of a role of theatre as a temple. In the blank between the death of old Christian God and the failure to seek for a substitute faith in modern science and materialism, he provided his dramatic vision from the result of artistic invention. At various stages in his career, O'Neill interpreted the roots of Christian situation as deriving from the irreconcilable nature of man's relationship to the world. Also he was always grounded in material reality as Christianity. The Christianity is the cause of suffering that man and the universe cannot be harmonious. Consequently in these plays, Christianity is associated with pressure of life, alienation, sterility and materialism. On the other hand, anti-Christianity is associated with natural life, harmony of man and the universe, richness, and softness. O'Neill conveyed that the tragedy lied not a pattern of inevitability like Christianity but in a spiritual triumph of anti-Christianity over the death or despair.

Jamaica Kincais's fourth novel, Lucy(1990), shows what it is for a third world migration woman to grow up in the world. The protagonist, Lucy, leaves her home country, Antigua, because she finds nobody and nothing there to support her to grow up as a free agent. Even her mother, who was once an idealistic pre-Oedipal mother, begins to enforce patriarchal and imperial principles on her. As a way to live as a free agent, she chooses to work as an au pair in a New York yuppie household. However, she finds that she has to cope with metropolitan languages there, which are still imperialistic and patriarchal. She is simultaneously fetishized and condescended to in a revamped form of old power relations between the colonizer and the colonized. The most remarkable feature of Lucy is the protagonist's counter language against the dominant language. Wherever Lucy confronts the signifying mechanism of the dominant language to marginalize and objectify her, she never fails to rewrite the text in her own language. Her language is thoroughly based on her materiality and historicity. The dominant class pretend that the power dynamic between Lucy and them does not exist. They have little sense of the past, present and future, and treat everything casually, as it comes along. This ahistorical attitude is very effective for them to avoid recognizing their roles in this late capitalism system and feeling some kind of responsibility or sense of guilt. However, Lucy herself, alive to minor nuance and moods, adopts a more explicitly counterhegemonic stance. She grounds whatever she sees in an alternative vision of hers. Lucy sees and speaks at a very local position of a third world migration woman laborer. Refusing to assimilate into any strong metropolitan language, she chooses her material position as the only one to build her own subjectivity.

D. H. Lawrence's later novels, Aaron's Rod, Kangaroo, and The Plumed Serpent, seem to make up a trilogy. So far many of Lawrence's critics have regarded the trilogy as “leadership novels,” focusing on the single issue of power. I notice that there are two more issues, equally important, selfhood and sexuality, apart from the power issue. This paper is to confirm Lawrence's vision for complete accord of the three vital forces by analyzing the novels. In Aaron's Rod, the principle of selfhood achieves balance with that of power. It also achieves balance with the principle of sexuality. Unfortunately this novel fails to reveal complete harmony and balance of the three vital forces. In Kangaroo, no balance is achieved. Instead, there is a fierce struggle between the principle of power and that of selfhood. It is noticeable that in the struggle, the champion of selfhood wins over the principle of power. In The Plumed Serpent, balance between the principle of selfhood and that of power; balance between the principle of selfhood and that of sexuality; and balance between the principle of sexuality and that of power are sequently achieved. By the end of this novel, a complete harmony and balance is achieved, with their peculiar vital forces kept alive. In short, it is wrong to regard the trilogy only as “leadership novels” or “political novels”. This study has proven that it is a trilogy of rebirth, an attempt to reconcile selfhood, sexuality, and the power-urge, realizing the achievement of a vision of renewal of mankind's vitality.

Academic reading skill is the key to the new world of information and technology. The ultimate goal of academic reading is to learn technical knowledge. The tendency of focusing on communicative skills has led to deterioration of the academic reading skill. English educators have not paid much attention to teaching academic reading because they do not play a direct role in achieving the ultimate goal. Assuming that effective academic reading takes place after the reader reaches the threshold level, this article suggests that teaching academic reading should start with teaching how to analyze long and complicated sentences into clauses, using “INFL”. The analysis of sentences into clauses is taught in warming-up session. To perform the instruction of sentence analysis in a meaningful context, all the examples should be selected from the textbook. The instruction is followed by problem-solving exercises in small groups and interactive feedback.

The purpose of this thesis is to study a Synthetic Approach to primary English education and to try to prove the excellence of this approach than traditional English teaching strategy through an experimental school teaching. The Synthetic Approach is to integrate 4 skills of language acquisition, English with other subjects and teaching in school with learning outside school. The result of experiment shows that the new approach is more effective than traditional one in academic achievement as well as in the interest and self-confidence in English. So the writer recommend that English textbook should be written in terms of this approach and this approach should be applied to their English classes positively by primary teachers.

This paper focuses on instructional strategies of English motion verbs in Korean ESL contexts. Of significance is the application of the form-focused instruction to the classroom. More specifically, this study attempts to develop effective curriculum on the English come/go usage among Korean ESL learners. By adopting Harley's principles (1992, 1993) of WHAT, WHEN and HOW in the form-focused L2 instructions, this study examines whether the come/go contrast can be the area where explicit analytic L2 teaching or negative evidence can lead to great improvements (WHAT) in SLA, when is the right time for teaching (WHEN) and how it can be taught (HOW). The picture describing test carried out to twenty graduate students supports the claim that the lexical contrast come/go constitutes a problematic L2 area where positive evidence alone does not guarantee the acquisition of the correct use of them and because of this, the explicit code-focused teaching or negative evidence can have facilitative effect on the acquisition of these motion verbs. The misanalyses of the come/go system can block the entry to a frequently used subsystem of the L2 code. To help prevent long lasting confusion or fossilization, in the English motion verbs, the first step toward learning suggested here is to get Korean learners sensitized to the code differences between the L1 and L2. Also presented is the three stage instructional curriculum for the come/go use which integrates analytic instructions with the content teaching through personal experiences of students.

The positive interpretation of learner errors shows that errors are systematic and that they are to reveal the learners' transitional competence, i.e., how well they process the target language. The researcher has explored both the typology of the errors Korean college freshmen made in their essay assignment and the possible source of the errors so as to find out the aspects of the students' L2 processing and of their L2 acquisition. The subjects were made up of 20 medical students and 20 non-medical students studying at a university in Seoul. Data elicitation was done via the evaluation of the T-unit performance and the identification of the 13 morpho- syntactic error types. The results net: (1) varying degrees of analogy or overgeneralization errors; (2) the simplification or addition of morpho-syntactic units to economize the information processing; (3) transfer phenomena equivalent to juxtapositional speech, etc. These errors seem to contain a certain complexity that cannot be fully interpreted only in terms with the traditional view of L2 processing. It appears that the explanation must involve either the Pidginists' theory or the multifaceted network architecture of Connectionism. The findings of the study are also thought to indicate that there must be a careful way to be developed for helping the students emerge from the possible pidginization or fossilization of their L2 system.

This paper is to review the meaning and function of there through an analysis of the notion of information structure and show that there-constructions are basically independent of the so-called corresponding constructions, as both the constructions should be used in their respective situations in discourse. In particular, it is argued that there as non-expletive is a presupposedly situational indicator, representing given information as a meaningful unit, not a meaningless one. This assumption will be made from these facts that there should always be placed at the subject position in a sentence and, in general, the subject position stands for given information on the basis of information structure.

In an effort to understand the dimensions of teachers' sense of efficacy among preservice teachers of English and the relationship of the dimensions to teachers' language skills, the present study surveyed 104 preservice elementary school teachers of English at a teachers' college. The subjects responded to Anita Hoy's Teacher Efficacy Instrument and language proficiency inventory, both a six-point Likert type scale. Based on the responses of the subjects, principal factor analysis was conducted to investigate the dimensions of teacher efficacy beliefs of the subjects. The analysis revealed that there were two dimensions (i.e., factors) of teacher efficacy beliefs among the subjects. One dimension was named Personal Teacher Efficacy (PTE) and the other General Teacher Efficacy (GTE). The derived dimensions of teacher efficacy were correlated to teachers perceptions of their language skills measured. The canonical correlation analysis revealed a statistically significant function. The result indicated that some proportion of teachers' sense of efficacy can be accounted for language skills variables.

Since Sir Thomas Smith(1514-57) wrote the first printed proposal for English spelling reform (published in 1568), many proposals for English spelling reform have been made during the last 400 years. Educators, philologists, and spelling reformers have joined in the assault on the “antiquated,” “inconsistent,” and “illogical” spelling since English spelling does not fit to a one-letter-one sound system. During last two decades, however, much important work based on Noam Chomsky and Morris Halle's Generative Phonolgy has been done on the study of English orthography and has showed that the spelling-sound correspondences become generally regular when certain graphemic and morphophonemic features such as syllables and stresses are observed even though the correspondences appear to be irregular if only the letters and their pronunciations are considered. The purpose of this paper is to study the regularity in English spelling-sound system by analyzing the spelling-sound correspondences found in English monosyllables and to make suggestion for its applicability to English teaching, Romanizing Korean personnel names, and future English spelling reform.