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The politicization/de-politicization process takes place when any literary work is adapted due to the nature of literature and film. De-politicization usually occurs in case of novels, for novels are to be reduced and dissected into the proper format of film narratives according to the commercial logic of capitalism operated in film industry. Politicization is, however, apparent in case of drama adaptation, and expecially between African-American dramas and African-American films due to the characteristics/function of Afro-American aesthetics. Adaptation is not the concept for final products, but the process of interpretation and evaluation in the process of transformation of drama into film. Tyler Perry’s for colored girls could be approached and dissected in terms of multi-layered reading of ntozake shange’s drama such as feedback reading, trans-media reading, transcultural reading and trans-gender reading. Adaptation is a series of process of politicization, and an intertextuality and/or a parody between the senders of the original text and the receivers of the translated and adapted text.

This study examines the dramaturgical strategies of Suzan-Lori Parks’ The America Play with the aim of explaining the play’s appeal to the contemporary audience and criticism of ongoing indiscriminate acceptance of popular history. This play uses several devices such as mimicry, repetition, revision, meta theatre, and ritual to discover, restructure, and transform African-Americans’ painful past. Foundling Father, a character of President Lincoln's black double, and Brechtian gestus effects like assassination scenes and digging also de-constructs the myth of Lincoln which has played an important role in building contemporary American identity, and reminds the audience of the fact that history of black people has been concealed intentionally. Through these theatrical elements, Parks points out the popular tendency of believing what they want to believe and accepting the historical events or figures as their images. She wants the audiences to doubt documented history, and a new history to be rewritten on her ‘incubator’ stage.

Anti-Japanese hysteria swept the United States and Canada after Pearl Harbor, and much of it was directed toward Japanese Americans. After President Franklin D. Roosevelt signed Executive Order 9066 of February 19, 1942, almost all of the Japanese Americans had to be relocated from their home to one of 10 internment camps. As Japanese Americans, they underwent racism and the hardship of being forced to abandon their freedom and identities during the period of their internment. Julie Otsuka tells a story of a Japanese American family’s ordeal in the internment camp in When the Emperor was Divine. The characters in the novel suffer from oppression on many levels and show symptoms of trauma even if they are not diagnosed pathologically. Otsuka has a strong psychological desire to retell the internment story and give a voice to the silenced internees during the World War II. As this paper shows, rewriting history in today’s context is not to trivialize the event and demean the suffering and sacrifice of those who actually underwent the experience, but to heal the suffering from trauma and secure the safety of the present and the future.

This article aims to examine how Byron’s Thyrza Poems depict the speaker’s perception of bereavement, his distress caused by the mortality and changeability of human affairs, and finally his vibrant search for resilient forces. Among Byron’s early works, the Thyrza cycle establishes the protagonist’s diverse recollections of past affection and his heavy heart, which are resolute in overcoming the deeply ingrained affliction in his mind. The author germinates, in the series of Thyrza odes, his later works charged with a variety of the speakers’ encountering adversities, and their exuberant reactions to such a tough struggle with freedom of will. The protagonists of the Thyrza poems prefigure how they reserve their painful hearts and simultaneously show a way of undertaking spiritual autonomy in order to be liberated from their current adversities. The paper also considers how Byron foreshadows their ironic consequence of such utmost endeavors.

This essay aims to study the collective violence of the Puritan society and the social role of Hester, heroine of The Scarlet Letter. The scientific revolution began in the 17th Century Europe, which brought about the development of rationality. Since then, the subject of individual who acts independently based on his/her rational decision had become important in European society of modern times. In the novel Hester is charged with felony adultery. Her punishment on the scaffold and the following isolation are understood as a type of René Girard’s collective violence. It seems that Puritans overcome the crisis of their society by using Hester as the scapegoat through which they relieve their negative feelings. Meanwhile, Hester imbibes the progressive ideas of Europe while living in solitude, which changes her to an individual with the thinking ability. The novel suggests that Hester’s self-development eventually contributes to social progress in the way in which she gains people’s trust and shares her idea with them.

This article focuses on examining the theme of Graham Greene’s love and vision emphasized by paternity. As Erdinast-Vulcan says, there are three types of fathers in Greene’s novels: the biological father, the metaphorical father and the Father in Heaven. The relationship of the biological father is destined to be spontaneous. The relationship of the metaphorical father is embodied by the protagonists. Greene develops the relationship of the metaphorical father into the love and responsibility for neighborhood. In Monsignor Quixote the atmosphere of the novel is headed for afterlife world. Monsignor Quixote loves his neighbors with brotherly love because every man is equally a son of God. And also he considers such love to be connected with the vision of hope.

According to some cognitive literary theorists, Austen was particularly innovative in analyzing how her characters follow the workings of each other’s minds, as Anne in Persuasion is capable of considering five levels of meta-knowledge. In advancing this view, this essay examines that this novel’s moral outlook is as much a question of form as of content, and that language—especially its formal dimension of word arrangement and sentence structure of the text─is the bearer of moral content. This paper also suggests Persuasion’s meaning is not exhausted by mind-reading involving a primary capacity for reading pre-existing mental states. In addition to individualistic mind-reading, Austen’s text represents interpersonal mind-shaping practice, wherein characters come to form their minds in ordinary interpersonal relationships.

This paper aims to make a comparative study of John Steinbeck’s The Grapes of Wrath and T. Coraghessan Boyle’s The Tortilla Curtain in order to discuss the purpose and limitations of social protest novels. In the 1930s during the Great Depression, the story of the Joads, a representative of the migrant workers who dreamed of moving to California, was continued in Boyle’s work to convey similar events happening to immigrant workers in modern times. To describe similar events that have occurred to immigrant workers in the past, I describe not only the difficulties of illegal immigrants through Boyle’s characters, the Rincons but also the exaggerated privilege of white people through the Mossbachers in contemporary California. Like Steinbeck, Boyle reveals their harrowing realities. Both Steinbeck and Boyle were criticized for their publications, but in their own times, Steinbeck and Boyle carried out their ultimate goal of social protest novels as an appeal for social change even if there was no such solution.

This paper examines the effect of blogs on EFL learners’ oral proficiency. 194 Korean EFL learners participated in this study. They were third- or fourth-year college students taking a speaking class to improve their oral proficiency at the school of information technology. For the experiment, thdy were divided into three experimental groups and one control group: voice and text blogging (n=47), voice blogging (n=47), text blogging (n=52), and control (n=48). There were fifteen blog sessions in total. During the experimental period, the voice and text blogging group posted both voice- and text-blog entries. The voice blogging group uploaded only voice-blog entries, while the text blogging group produced their text-blog entries. Oral proficiency pre- and post-tests were administered before and after the experiment based on ACTFL OPI. Individual interviews were conducted at the end. Paired samples t-tests were run to compare pre- and post-test scores. One-way ANOVAs were employed to compare group differences. Content analysis method was applied for qualitative analysis of interview data. Findings revealed that participants in all groups improved oral proficiency. Particularly, the voice and text blogging group outperformed the voice blogging group and the control group. Interview results turned out to be positive. Pedagogical implications were suggested for EFL teachers.

Identity formation, and transformation, is an ongoing process throughout our lives, and in the various parts of our lives (family, work, and play). Professional identity clearly will change over the course of our careers. The importance of supporting pre-service (and in-service) teachers through this identity development process was the impetus behind encouraging students in a pre-service teacher training program to reflect on their beliefs about teaching and their self-efficacy as teachers. A small-scale survey study was done with pre-service Korean EFL (English as a Foreign Language) teachers, where they were asked about their beliefs with respect to what a teacher is, does, etc., and then asked whether they consider themselves to be teachers, or to be ready to be a teacher. The surveys were given at the beginning and end of a semester, and students were also asked how their beliefs had changed over that period of time. The results reveal five themes in their beliefs about teachers (subject knowledge, transmission of knowledge, teaching methodology, teacher roles, and teachers as role models); generally low teacher self-efficacy at this early stage in their teacher training; and some changes in their beliefs and their knowledge base over the study period. The study reinforces the need to support PSTs as they develop their teacher identity and teacher self-efficacy.

The current study explores the relationship between self-regulated learning strategies and English proficiency in L2 settings, focusing on Korean college students. 170 participants were assigned to low-, medium-, and high-proficiency groups based on their English performance. In the study, a background questionnaire, a questionnaire for self-regulated learning strategies, and a TOEIC subtest was employed. The findings revealed that there were significant differences among groups on the motivation and learning strategy scales. The learners in the high-proficiency group were aware of the importance of intrinsic goal and metacognitive self-regulation strategies while both the intermediate and advanced learners indicated significantly larger outcomes than lower proficiency learners in terms of task-value, self-efficacy for learning performance, rehearsal, elaboration, critical thinking, and peer evaluation. Pedagogical implications for L2 acquisition have been suggested based on the results.

The aim of this paper is to examine the status of English programs in community child care centers located in Changwon, Gyeongsangnam-do and students' satisfaction rate in terms of management, contents and effectiveness of those English programs. For this purpose, surveys were conducted to 20 teachers and 174 students from 20 centers with English programs. Collected survey data was statistically analyzed using SPSS 21.0. The research results are as follows. Satisfaction rate on English programs was high in most of the items. Especially, students responded positively about ‘appropriate number of students per class’ and ‘teacher’s teaching ability.’ However, students were negative about the classroom environment. They were also negative about their interest and confidence in English with English programs provided by the centers. So follow up studies are needed to find a solution that can help improve the current problems of English programs and classroom environment.