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This paper aims to analyze Hemingway's “The Doctor and the Doctor's Wife” by a postcolonial theory. Recently postcolonial studies are founded on the aim of giving prominence to voices and subjectivities previously silenced by Western colonialism. Hemingway's “The Doctor” is based on a domestic incident in the summer of 1911 in Baker's Life. Dr. Hemingway summoned American Indians to cut up some logs. On the day the Indians arrived, he followed them with a camera to the beach to take picture of them while they worked. However, Dick, one of the Indians, told him that he stole the timber, and it is a cause of conflict between the Indians and Dr. Hemingway. Since Hemingway knew that a war was where the big stories were, he wrote the epigraph of “The Doctor” drawn from a memento of the European front line. The feature of Indians like Dick really looked after a white man and they used to speak Indian language while they merely gather themselves, though Indians can speak English. In Our Time including this work, the book's title of his short stories, means a time in which there is no peace to the boy who observes and learns from sordid violence about American Indians. So, according to postcolonial point of view, we can see other aspect of American Indians different from previously studies.

The history of the prose poem in America is comparatively short. Thus, as yet prose poem does not have any specific rules to keep and “no aesthetic or compositional tradition has formed around the prose poem.” Robert Bly, who is one of the leading writers of prose poetry, however, succinctly expresses his view on the prose poem. The purpose of this paper is to reveal some characteristics of the prose poems of Robert Bly. The paper suggests that Bly's prose poems are mostly thing poems dealing with the essences of the thing itself through direct, natural, and simple dialogical language. This paper also argues that Bly's prose poems are haiku-like dealing with the problem of spiritual awakening. It is also suggested that the deep image and the leaping image are used to express “the lyrical impulses of the soul, the ebbs and flows of reverie, the pangs of conscience” throughout his poetry.

To understand Hemingway's literature, we must analyze his works with an intensive investigation into his main characters. An analysis of main characters cannot be made separately in order for Hemingway's literature to be understood as a whole. Hemingway's characters consist of heroes and heroines. But, Hemingway's intentions are revealed only through his heroes. Thus, this essay will analyze heroes only. In Hemingway's works, Nick Adams is awakened to the realities of life and the social environment by going through violence, death, evil and pain. His works show us the cruel society we live in. In many different works, the young Nick Adams opens his eyes to see violence.

This paper is an attempt to examine the opposing relationship between eros and thanatos in D.H. Lawrence's last novel Lady Chatterley's Lover. In this study, eros will be seen as a “power cable” which integrates the self and unites individuals. This is in contrast with the thanatotic forces which disintegrate, separate and annihilate. Lawrence urged that man should establish a pure, new, and perfected relationship with all the universe. In his ideal world, everything in life must be in one living continuum with the whole universe. In this sense, Lady Chatterley's Lover embodies the author's ideal.

Graham Greene is different from Flannery O'Connor in many ways. Greene enjoyed travelling internationally, and O'Connor was mostly confined to Georgia. Whereas she wrote novellas and short stories, he was good at novels. O'Connor liked grotesque characters and violence. Greene, however, preferred to portray ordinary human life. Greene, a converted Catholic, was unease with dogma, but O'Connor, a born Catholic, vindicated it. Nevertheless, they have a common denominator that they are Catholic writers. Particularly, it attracts critical attention that both of them read avidly modern theologians. Greene could not stay at ease within the pale of Christian orthodoxy that he turned to modern theologians. O'Connor hearkened to them who put emphasis on concrete human experience as she did as a novelist. It is ironical that O'Connor who advocated Christian orthodox belief preferred liberal theologians. It is understandable, however, that Greene and O'Connor who had to present concrete reality and human sensual experience to reveal mystery in their work liked modern theologians who advanced “the theology from below.” Such a common factor of concrete experience in novel and modern theology led them to join together in the work of Greene and O'Connor.

The present study investigates the effects of English private instruction on the affective domain of elementary school students through a questionnaire-based survey focusing on students and student in-depth interviews. This study was conducted during the second semester of 2004. The survey involves 120 subjects and the 8 interviewees of 3rd, 4th, 5th, and 6th year elementary school students. They were given a questionnaire concerning English private instruction and affective domains. Statistical analyses including one-way ANOVA and independent sample t-test were performed to determine the effects of English private instruction on the affective domain. The results of this study show that English private instruction experience had effects on self-confidence and self-directed learning ability, but no effect on interest. English private instruction experience had more effects on interest, self-confidence, and self-directed learning ability when the students took English private instruction at second year elementary school. It is recommended that students who need supplementary classes be given English private instruction. It is also suggested that English speciality and aptitude education be activated.

The fundamental purpose of this study is to investigate the degree of correlation between the receptive and speaking skills by comparing the scores of the TOEIC (the Test of English for International Communication) and the ESPT (the English Speaking Proficiency Test). A recent research (Cunningham: 2002) shows that gaining scores on the TOEIC do not affect much improvement of communication skills. In this study, two instruments were used to collect data: the TOEIC and the ESPT. These two tests were administered to freshmen at one of the universities at Kyungsang Province. On the basis of the TOEIC scores the participants got, they were divided into two groups: intermediate and basic. The results show that the overall correlation coefficient between the TOEIC scores and the ESPT test for all was 0.51. However, the correlation coefficient between these two test scores for the intermediate level was as low as 0.43 and the basic level 0.25. It seems that there is no correlation between TOEIC test and ESPT scores. This study, also, implies that interpreting the correlation between receptive and speaking skills should be cautious.

This paper begins with a brief review of the previous analysis in pre-minimalist framework concerning the relation between the expletive there and its associate argument in expletive constructions in English. According to Chomsky's(1999, 2000) Agree-based theory and the “Merge over Move(MoM)” principle, expletives can check the EPP feature of T only by Merge. As a consequence, under Agree, I analyze various expletive there constructions with a rather straightforward explanation by accepting Chomsky's(1999, 2000) MoM principle.

This article addresses two principal questions about the acquisition of English phonology by speakers of Korean: a) Do native speakers of Korean show a difference in transfer of Korean phonological processes and morphophonological rules in the acquisition of English? b) How do word boundaries affect the application of transferred processes? In order to answer these questions, I tested a Korean phonological process (N-Lateralization) and a morphophonologicalrule (L-Nasalization) in this study. The main findings from the production task are, first, that N-Lateralization and L-Nasalization show different behavior in L2; that is, the L1 phonological process tends to transfer in L2 and the morphophonological rule does not. Second, phonological factors that seem irrelevant in L1 may still affect the degree of difficulty of sequences in L2. Word boundaries affected N-Lateralization; these occurred more frequently within words than across word boundaries.

With the advent of computer technology, a corpus becomes of a great use even in the language learning and teaching, as well as in computer linguistics. This paper focuses on introducing corpora use to provide EFL learners with a new trend of it, rather than on presenting a concrete and specific teaching materials and methods. To achieve this aim, what a corpus is, how it can be accessed and what it can be used for are reviewed. Some free Internet sites are introduced and three kinds of sample teaching materials with corpora use in EFL vocabulary classroom are presented. And, some benefits and limitations of corpora use are also given.

This paper aims to examine the overall relative constructions in the theoretical framework of the Government-Binding Theory and Minimalist Program and then to propose a modest modification of the Convergence Principle in order to newly explain the deletion of relatives. Above all, we argue that Quirk et al.'s (1985) Pushdown construction, which has traditionally been regarded as a parenthetical clause, is an ordinary ‘defined relative construction’ and further that the optional deletion of the nominative relatives, which has generally been considered impossible in the typical ‘defined relative clause,’ might be explained by our Revised Convergence Principle. We also argue that the reason for the impossibility of the that-relative and null-relative in the ‘undefined relative clause’ might be explained by the Revised Convergence Principle and Chomsky's (1995) universal Locality Principle.

The main purpose of this paper is to discuss the phenomena of the deletion and ellipsis of an anaphoric one. Chapter II deals with the deletion of an anaphoric one substituting an uncountable NP, and relates to the syntactic structural analysis of the deletion of an anaphoric one occurring after a cardinal number. Chapter III discusses a specific syntactic structure of the requirement deletion or the optional characteristics about an ellipsis of an anaphoric one. In the conclusion, this study shows that all the statements above have been explained according to the grammatical properties.