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Kang, Junsoo. “Reading Toni Morrison’s Beloved with Carnivalism.” Studies in English Language & Literature. 41.3 (2015): 1-22. This paper examines the identity and life of black people through in Toni Morrison's Beloved. Beloved has elements of excessive violence, anti-authority, and festival. These are a definite tendency of carnivalism, which Russian critic, Mikhail Bakhtin theorized. The characteristics of carnivalism contain four categories of the carnival sense of the world. First, familiarization is linked with the concept of the carnival square where people who in life are separated by impenetrable hierarchical barriers enter into free familiar contact. Second, eccentricity permits the latent sides of human nature to reveal and express themselves. Third, mesalliance is a free and familiar attitude spreads over all values and thoughts. Fourth, profanation which means carnivalistic blasphemies is linked with carnivalistic parodies on sacred things. The focus of this paper is abnormal human images, character's grotesqueness and ambivalence of language. To represent carnivalism, Beloved reflects the fantastic and supernatural elements. The elements of carnivalism in Beloved are based on magical, surreal, and symbolic aspects that blur the boundaries between life and death. Carnival is a reality emancipation method which tends to get over the suffer of life. That is, it can be interpreted to express internal desire to be liberated from social oppression and heaviness in the limited space-time including 'eternity,' 'immovability,' 'absoluteness,' and 'invariability.' Like carnival where characters emancipate themselves from white-centered society and then enjoy changes and freedom. Carnivalism is a literary reappearance of life as a 'post-central thought' based on the negative side of reality. Additionally, the spirit of carnival is to enjoy the amusement elements of life and is an active method to confront life in literature. By sharing their stories through the elements of carnivalism, black people achieve the power to endure and resist white peoples' suppression. (Anyang University)

Kim, Seo-Young. “A Study of the Picturebook The Three Pigs based on Dresang’s Radical Change Theory.” Studies in English Language & Literature. 41.3 (2015): 23-41. Eliza T. Dresang's Radical Change theory is a way of understanding books with characteristics reflecting the interactivity, connectivity, and access of the digital world. Books in the digital world use visual information in place of words and vice versa. The colorful, boldly graphic nature of the contemporary digital environment is reflected in words and pictures which together convey powerful stories and attract readers of all ages. Such distinctive features of the picturebooks in digital age present pictures and text in a juxtaposition that requires a hypertextual approach to thinking and reading. They also promote a nonlinear, highly interactive reading experience. Dresang identifies three types of changes occurring in contemporary literature for youth, which are changing forms and formats, changing perspectivies and changing boundaries. These are all related to the connectivity, interactivity and access of the digital world and all covering in the picturebook The Three Pigs. Therefore, in this paper, I would like to study how Radical Change theory is applied in the picturebook The Three Pigs and what it meant to young readers. (Hannam University)

Yum, Jeongmin. “A Comparative Study on the Two Versions of The Tooth of Crime.” Studies in English Language & Literature 41.3 (2015): 43-62. The representative plays of Sam Shepard in 1960s mainly dealt with American media culture, particularly rock music. The Tooth of Crime was evaluated as the best rock play in using rock music and total medial culture. However, Shepard rewrote it to the new name of Tooth of Crime: Second Dance in 1996. Shepard’s new version of The Tooth of Crime differed so drastically from the original in which he changed his all scores into T-Bone Burnett’s. Also he shifted his focus on the theme. This article investigates the differences of two versions of The Tooth of Crime by first comparing the different music style and sound effects. The article then analyzes the character, Hoss and the theme between the two plays. In addition, it highlights the idea that Shepard rewrote the play to suggest his philosophical concerns with identity. (Chonbuk National University)

Oh, Min Seok. “Cultural Fascism and Minor Literature: Reading Marilyn Dumont’s A Really Good Brown Girl.” Studies in English Language & Literature. 41.3 (2015): 63-83. This paper reads Marilyn Dumont, the Métis poet’s works in terms of internal colony, minor literature, hybridity, and fluidity. The cultural and political space of Canadian aboriginal people is that of internal colony in which they are continuously excluded, exploited, and appropriated by the white colonizers. In this sense, the nature of their life is basically political and collective from the start as the colonial system engraves the ethnic shame in them. The minority literature is a challenge to this internal colony as it disrupts, threats, and subverts the constructs of Euro-centered colonial ideology. Dumont’s case is much more complex as she is a female and half-breed. But this ethnic hybridity itself offers her a specific textual strategy to unsettle the colonial discourse. She mixes both languages of Cree and English, decodes, and recodes the culturally and politically accumulated and fossilized European codes through experimental and abrupt arrangement of signifiers. Her hybridity is also overlapped with the concept of fluidity as it defies any kind of vertical determinacy in the space of internal colony. (Dankook University)

Cho, Yongjae. “An Approach to Othello and All God’s Chillun Got Wings from the Point of View, ‘Force behind’.” Studies in English Language & Literature. 41.3 (2015): 85-104. The core themes in William Shakespeare’s Othello and Eugene O’Neill’s All God’s Chillun Got Wings are Othello’s and Jim’s alienation as a black, and their marriage between black and white, untolerated by society, for them to recover it, and their hope to belong to the Venice or the white society. ‘Force behind’ is Fate, our biological past creating our present, and Mystery. In Othello the root of ‘Force behind’ is shown as an untolerated marriage between Othello and Desdemona, and done through Iago, and realized by a handkerchief(napkin), and the liberation from the Force is achieved through Othello’s strangling Desdemona and his suicide and Iago’s execution. And in All God’s Chillun Got Wings the root of ‘Force behind’ is shown as an untolerated marriage between Jim and Ella, and done through Mrs. Harris, Hattie, and Ella, and realized by a Congo mask, and the liberation from the Force is achieved through Ella’s murdering the mask and both Jim’s and Ella’s regression to their childhood without racial discrimination. ‘Force behind,’ in appearance, seems a disrupter that brings about discrimination, rejection, confrontation, negation, alienation, disappointment, and death, but it, in reality, is a helper that gives equality, acceptance, reconciliation, affirmation, belongingness, hope, and salvation to us. Shakespeare and O’Neill show such an important theme as ‘Force behind’ in Othello and All God’s Chillun Got Wings. (Wonkwang University)

Kim, Tae-Young. “The Sociocultural Meaning of English Learning and Its Implication to English Education: Four Sociological Approaches.” Studies in English Language & Literature 41.3 (2015): 105-134. This paper investigates the meaning of learning English in South Korea from four different sociological perspectives. Since 1882 when the Korea-US commercial treaty was ratified by Chosun and the U.S. government, English has consistently played the key role in upholding the life conditions of many Koreans. This paper first delves into the secular desire to live an affluent life by learning English in Korea. In addition, Korean students’ intense competitive motivation and instrumentality in learning English are explained in detail. Second, the present paper focuses on the potential role of learning English as a social insurance, which functions as a safety net for the future. An expanded meaning of English learning as ‘alter ego familism’ is also explained. Third, a clear conceptual distinction is made between high-quality, expensive private English education and medium-quality, inexpensive public (or in some cases private) English education; the latter case is termed as Kitsch English education. Lastly, the meaning of English learning as cultural capital is elaborated on with relevant previous sociological literature. Summary and specific implications for English education in Korea are also provided. (Chung-Ang University)

Park, Kee-Tae. “The Semantic-Pragmatic Analysis in the Existential There-Construction: focused on the Specificity Effect.” Studies in English Language & Literature 41.3 (2015): 135-152. There are some issues on inconsistent phenomena between practical language use and grammatical theory within the existential there-construction in English. Therefore, in this study, the aim is to point out the unsettled issues of "the definiteness effect" claiming that all associate NPs must be as indefinite expressions in many studies so far, and to prove that, as an alternative to settle down the issues, the theoretical adequacy of "the specificity effect" in Enç(1991) is more acceptable than that of the definiteness effect within the existential there-construction in English. In various comments, it has been broadly known that the definiteness effect prevents definite expressions from being as associate NPs after the predicative verb. In order to review several previous issues with the above remark from semantic-pragmatic perspectives, the fact that the definiteness effect may have the pragmatic nature will be discussed. With respect to this point, introducing “the specificity effect” which is counter to the definiteness effect, I discuss that all associate NPs must be interpreted as new information regardless of their definiteness. Thereby, I also discuss that the definite associates are reinterpreted, which is an inherent function different from that of the indefinite associates. In other words, the definite associates have the dual meanings (the dual functions) at the time of utterance. Thus, as one way to settle down the previous issues suggested in the existential construction with the definiteness effect, the role of "the specificity effect" must be very important to prove its theoretical pragmatic adequacy in the existential there-construction which asserts the existence of the postverbal entity of NP. (Konyang University)

Park, Seungwon. “Effects of Integrative and Self-directed English Speaking and Writing on Korean College Students’ Four English Skills.” Studies in English Language & Literature. 41.3 (2015): 153-165. The purpose of this study is to analyze the effects of integrative and self-directed English learning and teaching on the basis of OPIc-based speaking and writing tests including TOEIC-based listening and reading tests for sophomore students in college. The research question is the four language proficiency of English such as listening, speaking, reading and writing between experimental and control groups may be discrepant, respectively. The results of speaking and writing tests show that OPIc-based speaking and writing lessons might be appropriate in English classes in college because the students are able to not only have an advantage to improve their communicative competence but also prepare for recruiting requirement before graduation. This study implies that the speaking and writing lessons suggested in this research will be actually conducted in the classroom. (Konyang University)

Shin, ChangOk. “The Comparative Study of Gifted Elementary Students’ Satisfaction between General and Gifted English Classes.” Studies in English Language & Literature. 41.3 (2015): 167-202. Considering the increasing prevalence of educational institutes providing English programs for gifted students in Korea, this study explored the gifted elementary school students’ satisfaction, both for the general English classes and the gifted English classes. Using the measure of a students’ satisfaction survey developed from the TEE(Teaching English by English) teacher evaluation and group interviews, data were collected from 19 students in a gifted English program in a local city supported by the office of education. The analysis of T-tests revealed that there were statistically significant differences in all domains between the general classes and the gifted classes, except class environment. The analysis of group interviews showed that the gifted students were satisfied with diverse activities in the gifted classes but dissatisfied with Korean teachers’ English pronunciation in general classes. Based on the findings, the following was discussed: the necessity of diverse interesting activities and the instruction of desirable Korean L2 speaker identity in class. Implementing leveled classes depending on the students’ English ability is suggested for its pedagogical implications at the elementary schools. (Changwon Hogye Muddle School)

Eun, Ho-yoon. “A Study on Perceptions of Feedback between Students and Teachers in English Writing Course” Studies in English Language & Literature. 41.3 (2015): 203-232. This study investigates what view both students and teachers have regarding feedback in English writing course, respectively, and also seeks to find out what sort of problems both groups meet with when they exchange feedback and how to handle the feedback. For this study, 99 Korean university students participated in surveys that were collected. Their backgrounds varied: age, major, English proficiency. All of them were enrolled in the Practical English writing course as a general class. Additionally, students received instruction from three different teachers in different courses. Students and teachers studied English writing three hours a week for 14 weeks, and they exchanged feedback during the course. At the end of the course, both groups were given different questionnaires, respectively. Some of the results indicate that: (1) a large number of students rated themselves fair or poor writers, which means they are not confident of writing; (2) extensive vocabulary was selected as the most important factor of writing by students, whereas teachers chose strong grammar; (3) students viewed the concept of feedback in several ways, including: error correction of grammar, amendment of overall organization of writing. On the other hand, teachers defined it as being used to draw out students’ writing motivation, help them overcome their fear and build up confidence; (4) both groups showed agreement with the feedback they exchanged, but some of them also showed disagreement, which may have resulted from different viewpoint about the concept of feedback between two groups; (5) merits and demerits of feedback were revealed in this study. Based on the results of this study, pedagogical implications are discussed. (Chonbuk National University)

Lee, EunKyeong. “L2 Acquisition of English (Un)likes Coordination.” Studies in English Language & Literature. 41.3 (2015): 233-253. This study explores Korean learners' acquisition pattern on English (Un)likes Coordination learning: there are three items such as identical Likes(IL), C-selected Likes(CL) and pragmatic Likes(PL) based on the situational occasions. After giving the students twenty-one samples applicable to three items in advance, this paper conducted the survey to catch how much Korean learners understand coordination's identity and in what field they recognize the real challenge. The results are as follows; first, in terms of IL, it seems that the subjects show the relatively high acquisition compared to the two other items, secondly, CL notes that they have trouble distinguishing each verbs' property and as the last item, PL raised L2 learners' realization sharply by pairing semantic and nonsemantics. Besides, to see the distribution of coordination (Un)likes in textbooks, this paper analyzed two high school English textbooks and a Toeic book, which verifies that severe unbalance between Likes and Unlikes coordination influences L2 English learners' incomplete development process. (Jeonju University)

Jeon, Gyeongjeong. “Effects of Skills-Integrated Instruction in the Reading Class with Small Groups on Korean College Students’ English Proficiency” Studies in English Language & Literature. 41.3 (2015): 255-285. This study aims not only to validate the effects of skills- integrated instruction on Koran college students' proficiency but also to improve four skills in the reading class. For this study, the test students were divided into two groups as an experimental group and a control group. The experimental group was a small group with skills-integrated instruction and the control group was a traditional group with traditional teaching methods. In particular, this study focused on reading activities with small groups for college students and attempted to see if the small group learning activities influenced college students’ listening, speaking, reading, and writing skills and how it influenced their English proficiency. In conclusion, in the overcrowded classroom, the students in small groups achieved better scores than the students in a traditional class in the four categories of language learning skills. (Chonbuk University)