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Kim, Uirak. “The Crossing of Confining Boundaries and Women’s Struggles for Psychic Wholeness.” Studies in English Language & Literature. 41.1 (2015): 1-22. In Lost Borders, Mary Hunter Austin's ultimate view of the Indians is based on her belief of indigenous people in the Southwest as models for interpreting cultural life in the United States. She rebels against the status of women and doggedly pursues her own career as a writer. This rebellion, initially a personal quest, leads her to confront the issues of women's dilemma and her era's culturally imposed contradictions between femininity and creativity. Austin ultimately discovers a self and a voice that argues for certain artistic qualities particular to women. However, Austin's perception of this dream is different; her concept is much more individualistic. Austin interprets the landscape in uniquely feminine ways. She comes to see the symbiosis of the desert and its native people as a blueprint for the formation of an American race. Austin's voice, which she used to articulate this personal vision, is infused with her own unique brand of struggle between the dominant and the subordinate; and it is colored by the pain of her personal struggles as an artist and woman. (Yongin University)

Ryoo, Gi Taek. “The Poetic Imagination of William Carlos Williams and the Theory of Relativity.” Studies in English Language & Literature. 41.1 (2015): 23-44. The innovative structure of William Carlos Williams's poetry presents a world of space-time continuum, a universe of relativistic distortion. In his poems, form is altered in a way that parallels the spatial distortions of relativistic velocities contingent on individual frames of reference. In Williams's poetry, any spatial configuration is also part of an ongoing temporal process; his words are but ‘vectors of energy’ attracted or repelled by others in multiple directions and combinations. His poems represent the creative transformation of imaginative ‘energy’ into the very ‘matter’ of the poetic object—the words on the page. Poetry, for Williams, is "a field of action," which is analogous to Einstein's idea of gravitational field in which 'energy is to mass what time is to space.' This paper explores the ways in which Williams's poems metaphorically embody Einstein's concepts of space-time couverture and energy-mass transformation, demonstrating how Williams's poetic construction can be explained by Einstein's theory of field equation. What this paper suggests is that relativistic concepts in physics and poetry in the 20th Century have emerged spontaneously through intuitive-imaginative means essential to both. (Chungbuk National University)

Park, Yong-jun. “Frustration and Wandering of American Dream in The Great Gatsby and The Catcher in the Rye.” Studies in English Language & Literature. 41.1 (2015): 45-66. This paper focuses on two American novels, The Great Gatsby and The Catcher in the Rye. Both novels revise the meaning of an individual’s quest for identity in America, and while the two works show an ideal progression of identity focused on hope, this paper questions whether or not they should be regarded as hopeful. In The Great Gatsby, Fitzgerald tries to find the ideal values of American dream by chronicling the progress of Gatsby, and also by defending the narrator Nick Carraway. But Gatsby’s ideals are deteriorated by his material success, and the meaning of his ideals is distorted by the weird hopeless moths. Meanwhile, in The Catcher in the Rye, Salinger criticizes American society as conformist hopeless through Holden Caulfield’s wandering and resistance. Most peripheral characters in The Catcher in the Rye stay absurd and phoney through the eyes of Caulfield. He fails to view the world as it is, and his process of wandering is mystified. From these points of view, the reader may find frustration and wandering included within the process of establishing identity, and may also find that certain aspects of the American Dream are nothing more than fictitious propaganda. (Chung-Ang University)

Park, Jai Young. “Margaret Atwood’s ‘Rape Fantasies’: A Dissimulated Confession of a Rape Survivor.” Studies in English Language & Literature. 41.1 (2015): 67-84. Traditionally Margaret Atwood’s “Rape Fantasies” was construed as a story of irony. Critics had not been affirmative whether the narrator put herself in danger by telling her enticing scenarios of rape to a strange man. Later Nancy Workman uncovered the possibility of rape with the taciturn character Sondra, but her interpretation based on one paragraph out of forty-four seemed too farfetched. Actually Workman overlooked the main body of the story—the protagonist Estelle’s six fantasies. One of them is rather noticeable than the others because it includes a specific place, her mother’s house, which must be familiar to Estelle. It can be inferred that that scenario is based on her real experience. There Estelle is obsessed with the coal chute in the cellar, a tempting place for a rapist. Mysteriously she remembers only the shoes, but it is common for rape survivors not to see the attacker’s full countenance but only the lower part of the body, more likely the shoes. In addition, there are more pieces of evidence that Estelle is recuperating from a past trauma and simultaneously attempting to reestablish herself as an agent of power. In fact retelling the stories in a way that she desires demonstrates a process of “talking cure.” Scrutinizing Estelle’s fantasies and the process of empowering herself as an autonomous subject, this paper explicates a dissimulated confession of a rape survivor. (Chonbuk National University)

Seo, Haeryen. “The Strategy of Poetry Writing and Bad Men in the Early Poems of Ntozake Shange.” Studies in English Language & Literature. 41.1 (2015): 85-104. As a revolutionary poet, playwright, novelist, performance artist and black feminist Ntozake Shange has perhaps been most criticized and blamed for her portrayal of black men. Shange's impertinent voice on both characterizing of the black male and subverting the syntactic structure of the standard English in her works lets the readers see her works as a black feminist's ruthless and unjustified attack on all the black men. The characteristic traits of the black men in her early poems converge into physical violence, abuse, deception and irresponsibility. Shange’s poems present and attack a group of bad guys. “Some Men” highlights the malignant presentation of bad men through 10 poems. They are arrogant, ruthless and abnormal psychologically and sexually in front of the women. She expands the theme into a deeper exploration of American racism in the lives of African-American women, their socioeconomic and cultural disenfranchisement, and sexism within African-American communities. (Woosuk University)

Song, Kiho. “The Poetic Dilemmas and Strategies in Yearsley’s Early Poems.” Studies in English Language & Literature. 41.1 (2015): 105-124. The well-publicized dispute between Ann Yearsley and her one-time patron Hannah More provides a valuable insight into what a working-class poet had to go through to be accepted by the middle-class reading public in the eighteenth century. Several poems written during the period when Yearsley was patronized by, and soon in conflict with More, reveal some of the dilemmas that Yearsley--or possibly other working-class poets--faced, particularly, the pressure to conform to the middle-class culture and literary conventions. Yearsley’s poems reveal her ambivalent attitudes towards them; she seems to willingly conform to the middle-class culture, however, at the same time, she intentionally undermines the expectations of the middle-class readers by redefining such key concepts as ignorance, education, and sensibility. (Hannam University)

Song, Eun Young. “Ideology of Angel and Infanticide in the 19th Century: A Study of Adam Bede.” Studies in English Language & Literature. 41.1 (2015): 125-146. This study discusses the motherhood and infanticide in the 19th century through George Eliot's Adam Bede. The noble is a true story about a single mother who killed her baby. In the 19th century, woman was considered as an angel in the house, and the responsibility of the nurturing children was assigned to women. For that reason, women dedicatedly endeavored to do her duty for children. The idea that maternity is women's natural instinct was a predominant idea in the 19th century, but the problem of infanticide and abandoned children still existed. In Adam Bede, Hetty Sorrel was a very beautiful unmarried woman and believed to be able to high class for her beauty. With that belief, she was seduced by Arthur Donnithorne but after all she was abandoned by him. After he left, Hetty learned she was pregnant. However an immoral woman was regarded as a woman who was disqualified as a mother at that time. That's why Hetty secretly gave birth her child and abandoned it in the forest. Although Eliot considers motherhood as a virtue of woman, in this novel she points out social contradiction which coexisted ideal mother and infanticide through a woman who killed her baby. (Sungshin Women University)

Shin, Woong-Jae. “Wordsworth’s Christian Faith in ‘Resolution and Independence’.” Studies in English Language & Literature. 41.1 (2015): 147-159. Many critics emphasized Wordsworth's passion for nature in his poetry so much that they often referred to his religion as a pantheism. However, Wordsworth's "Resolution and Independence," one of his most characteristic poems, keeps him from being blandly labelled a pantheist. Far apart from pantheism, this poem strongly reflects Wordsworth's Christian faith through its themes, images, and languages. This poem tells that, when nature was of no help in his spiritual crisis, Wordsworth found his redemption through faith in God. Therefore, the "Resolution" of the title is the poet's resolution to submit himself to God, and the "Independence" means his independence from nature. "Resolution and Independence" thus stands as a turning point in Wordsworth's views of nature and God as well as of human life. (Kwangwoon University)

Jeon, Deuk Ju. “Denise Levertov’s Nature: An Ecotheological Approach.” Studies of English Literature & Language. 41.1 (2015): 161-183. For Denise Levertov, forest is a holy temple and natural beings practice their religion with hope, faith, ecstasy, and prayers. But she couldn't specify God they adore before her conversion to Catholicism in her later life. After the conversion, her thoughts on the relationship between the spirit, Jesus Christ and creatures have similarities with those of Christian Ecotheologians such as Moltmann, process theologians, and Fox. She thinks that the Holy Spirit is immanent in all creation, even in flesh and the insentient, and that every creature has his (her) own spirit. For her, God has the feminine quality to envelope all creatures and to feel their suffering and pain as his own. She experiences endlessness, delight, awe and mystery she names as God in her mystical meeting with other creatures through her attention to them. As Buber's I-thou relationship, it ascertains the Holy Spirit's presence in both sides. The close relationship between God and other creatures on which she has changeless faith makes us rethink our relationship with God and other creatures. (Hongik University)

Kang, Seung-Man. “The Patterns of Coding English Sentences by Korean EFL Learners.” Studies in English Language & Literature. 40.1 (2015): 185-201. This paper briefly illustrates some basic properties of topic-prominent languages in the sense of Li & Thompson (1976), centering around the subject and the topic, and delves into some interesting aspects of how Korean EFL learners perceive English sentences in the topic-prominent language framework. Korean, as one of topic-prominent languages, is characterized to have a topic-comment information structure as opposed to a subject-predicate information structure in English. Accordingly, Korean EFL learners are shown to code English sentences based on this information structure. The topic-comment information structure reflects the survey results in which only an argument phrase is perceived as the subject of a sentence by most Korean EFL learners and is prominently topicalized if it is, in particular, in a canonical subject position. (Chungbuk National University)

Kim, Woo Hyung. “A Study on the Development of an English Ability Assessment Tool for Level-differentiated English Education.” Studies in English Language & Literature. 41.1 (2015): 203-226. The purpose of this study is to develop an English ability assessment tool for level-differentiated English education. This study also suggests the English ability assessment tool to help the placement of the 1st grade students in appropriate levels for common basic English courses, such as Academic English and Communication English. To examine the reliability of the English ability assessment tool, two pilot tests were conducted to find the correlation between the test scores of the English ability assessment tool and the simulated TOEIC scores in 2013. Based on the positive results from the correlation analysis, 2363 participants who had attended Academic English courses took the English ability assessment tool in order to find the correlation with the English SAT scores in 2014. The strong correlation(r=.721, p<.01) from the analysis indicates that the English assessment tool can be used as a placement exam for the 1st grade students. Therefore, this paper suggests that if the English ability assessment tool is well developed and places the students in a proper English level, the lst grade students will learn English more effectively through level-differentiated English education.

Kim, Changho. “A Study on the Effective Method of English Learning in University.” Studies in English Language & Literature 41.1 (2015): 227-255. This study aims to investigate the effective English teaching and learning through dictoshadowing framework in university English classes. Dictoshadowing means somewhat revised shadowing plus dictogloss. After making a new framework of dictoshadowing and proposing some examples of teaching-learning procedures of that method, we had experimental classes with 68 university students. The students participating in this study were divided into two groups, that is, a control group which performed dictogloss and an experimental group which received dictoshadowing instruction. After 12 week classes, it revealed that the experimental group showed a significant increase in listening, speaking, writing and reading as well as in the affective domains. Based on the results of this study, we recommend that dictoshadowing should be used in the study of reading as well as listening, speaking, writing positively in university English classes. (Wonkwang University)

Song, Si-chun. “NES and NNES　Students’ Apology Strategies in E-mail.” Studies in English Language & Literature. 41.1 (2015): 257-282. This study investigated apologetic e-mails written by 56 native English speaking (NES) and 54 non-native English speaking (NNES) students sent to professors in an American university. Two hundred six e-mails were analyzed to examine their apology strategies and opening and closing moves in e-mail writing. Results indicated that NNES students were more likely to add a detailed explanation regarding the cause of an offense than NES students. The most common apology strategy preferred by both groups was the use of EXPL+IFID formula. Group differences in framing opening and closing moves reflected perceptual differences regarding the social status between students and professors. NES students tended to focus on delivering their communicative goals, whereas NNES students tended to express their deference toward professors by opening and closing moves more formally.　Pedagogical implications were made for EFL learners to write better e-mail for successful cross-cultural communication. (SungKyunKwan University)

Yu, Kyung-Ah. “Is Reading Aloud Beneficial for Korean College-level English Learners?” Studies in English Language & Literature. 41.1 (2015): 283-312. This study investigated whether reading aloud practices are beneficial for college-level students to increase their vocabulary, syntactic knowledge and text comprehension as well as pronunciation and word stress. It also examined how college-level students perceived student reading aloud activities. Ninety-one college students participated in the study, and they were divided into two groups based on the reading comprehension test scores. The participants took a test that was composed of vocabulary, grammar and reading comprehension questions in during Weeks 1 and 14 in order to identify any effect of reading aloud on L2 language learning. They were also asked to complete questionnaires. The findings revealed that student reading aloud was helpful for the students to enrich their vocabulary knowledge, improve pronunciation and word stress, and help identifying sentence structures and understanding the texts. However, the statistical differences differed from the students' reading performance levels. Upper level students have significantly improved in vocabulary, grammar and reading comprehension areas whereas for lower level students, significant differences were found in the area of vocabulary. Questionnaire results showed that the students perceived that reading aloud practices were more advantageous in vocabulary learning and pronunciation than in grammar and reading comprehension areas. Based on the findings, theoretical and practical implications are discussed.

Cho, Young Ah & Ma, Jee Hyun. Task Effectiveness and Word Learning in a Second Language Acquisition. Studies in English Language & Literature. 41.1 (2015): 313-336. This study investigated the effects of task-induced involvement and word exposure frequency on low-level L2 college students’ vocabulary learning. All the groups were exposed to three different types of tasks featuring different task-induced involvement conditions with two levels of word exposure frequency. The current study employed a within-group design and was devised under multiple treatment sessions. The findings reveal that involvement load and exposure frequency contribute to better word knowledge gains for long-term as well as short-term retention. No interaction effect is observed between the two variables. As for the different strengths of lexical competence, involvement load, exposure frequency, and time intervention affect learners’ word knowledge for initial and long-term retention respectively. More specifically, the groups performing the task with a higher involvement load show better performance in active recognition word knowledge while the groups under a high frequency of words (four-time) proves to be more effective than those under a singular encounter for both active and passive word knowledge. (Dongshin University)