Earticle

The purpose of this paper is to get a view of Roethke’s poetry in terms of the nature imagery and imperishable quiet at the heart of life. In his poems he expresses awareness of the mystery of being and his belief that the pristine source of life can be found in nature. He believes that we can experience a profound inner union with the integrating principle of the universe through natural things. He tries to discover mysterious quality of life force observing plants struggling to grow, thinking about human efforts to overcome conflicts and a new harmonious relationship with the world. He examines the inevitability of leaving this world and meaning of death. Through death man participates in a circularity of the natural world, the eternal cycles of decay and renewal. He moves toward the fulfilled moments of living through nature imagery and finds a way of achieving spiritual progress. Through meditation and memory of experiences in nature, he pursues ‘the final man’ as the end of things and accepts death as a door open to a new life. With his poems we can learn the loss of the purely human ego to the center of universe lies a way to the true life. (Cheju Halla College)

This essay shows that anticipations of the “art for art’s sake” theory can be found in Tennyson’s poetry which is in line with the tenets of aestheticism, and to show that Tennyson’s lyricism is a “palace of art” in which his tragic emotions―sadness, sorrow, despair, and melancholic sensibility―were built into beauty. It is my intention to give him a new significance in the history of literature by putting him in the line of aesthetes. His poetry expresses subjective states of feeling, and serves an aesthetic purpose. He accomplished this private purpose of poetry through the medium of a lyricism which is characterized by sorrow and melancholy. I support my argument by examining two poems “Mariana” in the 1830 volume and “The Palace of Art” in the 1832 volume. (Cheju National University)

This study focuses on the assumption that subject’s sexual desire and narrative plot are logous, so much so that literature itself constitutes a fundamental part of human existence. Lacanian subject becomes the locus of an impossible identity, by being essentially alienated and thus it has something to do with sexuality which reconfirms subject’s own mode of desiring being. In “The Turn of the Screw,” ghost as a Lacanian subject is no longer a substance endowed with qualities but in its real dimensions. What is at stake in chapter Ⅱ is that insights that real ension has produced tell us about dialogic nature of the Real. As you shall see in chapter Ⅲ, the power of the feminine sexuality depicted in governess’s experience of ghost as in “The Turn of the rew” marks a point of non-meaning in narrative. This study views the subject as a point at which ation fails and shows the relation of the subject to the Real. In conclusion, for Lacan, the relation between a subject and an object ―＜objet petit a＞― that is present in the formula for fantasy($◇a) reveals that the subject becomes a stance adopted with sexuality. (Kyungpook University)

Postcolonial feminism disengages the Sexual Ideology which is centered on masculinity and establishes a new feminine sexuality. The attempt to rediscover the identity for the feminine subaltern subject has been overshadowed not only by imperialistic, nationalistic masculine patriarchy and masculine-centered discourse but also by the otherness of woman. In the Victorian Society which masculine-centered sexuality governed, Tess of the d’Urbervilles represents the economic, religious and sexual repression from which the heroine Tess suffered. Thomas Hardy describes the heroine Tess as postcolonial subaltern woman. Also, through Tess’ ‘Talking’ and ‘Speaking’, he compares Alec d’Urbervilles with Angel Clare. In the light of tcolonial feminism, for recovering the value of Tess’ feminity oppressed, silenced, marginalized by the otherness of woman and sexual difference, it is necessary for the white feminist and all ubaltern women to improve their roles through new morality and responsibility. (Kunsan University)

73-93. Robert Lowell began his career at the height of Modernism. Early in his career Lowell embraced Eliot and Pound, and he died bearing the burden of his embrace. He had to look at what was a widely accepted model for a twentieth-century poetic career. A poet’s lifework, it has traditionally been felt, must be rounded off by something approaching an epic. In Lowell’s case this was Life Studies. In undertaking his own epic, Lowell was undoubtedly also influenced by classical epic. In classical epics like the Odyssey, hero and theme go hand in hand. Likewise if one does wish to apply a classical epic standard to history and identify a unified hero and theme, then the hero is clearly Lowell himself, and the theme is, obviously, history. So the poem gives us a man who embodies the search for the meaning of history. Some modern critics insist that the epic is not commonly thought to have survived to our own day. However, I think that the form is still very much alive, and in a state of continual development. (Chung-Ang University)

This Essay traces the relation between discourse and power in white South African writer, J. M. Coetzee’s Foe. Coetzee rewrites the prototype of colonial discourse, Daniel Defoe’s Robinson Crusoe and parodies Roxana to concentrate the issue of narrative and power. The central question “Who writes?” is taken up by counter-discourse Foe, it reflects the omplicity between narrative mode and political oppression(power). In Foe the issue of Friday silence is foregrounded in the text, Coetzee let female narrater Susan Barton, who was excluded in binson Crusoe, leads narrative. But her narrative is controlled by Foe who is postmodern representation of 18C’s Daniel Defoe. Foe tries to restrict Susan’s narrative within his imperial plot. Finally Susan is entrapped in endless skepticism. It is closely related to Coetzee’s position in South Africa and his complicated postcoloniality. (Sungkyunkwan University)

Suzan Lori Parks is one of the most outstanding black dramatists of this age. Her major concern is the reinterpretation and representation of black people’s past and present which have been ignored and silenced by the whites’ dominant ideology. Among many of her plays, In the Blood is unique because the play is a parodic revision and reversion of The Scarlet Letter―a representative canon of American literature. Through the black, poor, ignorant and desperate black woman named Hester, La Negrita, Parks tries to describe the bitter situation of the blacks in modern harlem. The main purpose of this writing is to investigate sex, love, violence, history and ritual which are the characteristics of Parks’ plays and thereby to understand Parks’ unique sense of history and meaning of the play. (Chung-Ang University)

This paper will review the two heroines’ salvation in Tennessee Williams’ works, A Streetcar Named Desire and Cat on a Hot Tin Roof. Williams is admired for his ability to create memorable female characters because of his miserable childhood background. In A Streetcar Named Desire, Blanche De Bois, feeling trapped by Southern tradition, resorts to promiscuity to compensate for her guilty conscience following her young and adored husband’s suicide, which she felt responsible for. Unable to face the world of reality by herself because of this tragedy, she pursues protection and salvation even from strangers but is defeated by Stanley who stands for reality. In Cat on a Hot Tin Roof, Margret, victimized by her poor environment, has strong will-power and falsely claims she is pregnant to her father-in-law in order to get fortune and his favor. Through these benefits she achieves salvation not for herself but her husband. Blanche is blind to the reality of her situation and victimized, but Margaret realizes her situation and establishes a bright world with her love. In the earlier works, the female heroines are lost before finding salvation. But in the later works, the female heroines fight back to escape from illusion and achieve reality. (Hanseo University)

Middle English lengthening in open syllables (hereafter refered to as ME OSL) is a sound change that affected non-high short vowels [a, e, o] in open syllables of disyllabic words early in the 13th century. This sound change took place somewhat earlier in North and North East Midland, where high vowels [i, u] were also involved. The ME OSL primarily has to do with vowels with primary stress, but secondarily those with subsidiary stress, too. There are some major current issues concerning the ME OSL. The aim of this paper is to gather all the available information relevant to these problems. In 2.1 and 2.3 an attempt will be made to clarify a final one ― what sounds the ME OSL produced. OE short tense [i], [u], [e], [o], and [æ] became ME lax [I], [U], [el], [ol ] and [a] around the 12th century, and in ME OSL, these short lax vowels lengthened to lax [I], [U], [el ], [ol], and [a], which were initially different in quality from the older long vowels [I], [U], [e], [o] and [ε]. (Kunsan University)

By adopting a cognitive- psychological model of grammaticalization (Boyland 1996) this work deals with the progressive changes of that deletion and is-deletion in [What I mean/guess/think is that] in American English grammar. Based on a 3 million word American spoken English corpus, this study will be carried out with several goals in mind. Foremost on the agenda is to see how the recent usage changes, i.e. [that] deletion and [is] omission interact to condition syntactic changes of [what I think/guess/mean]. If this change is indeed plausible, the aim to be accounted for is how and why formerly independent item [is] loses its status in the minds of speakers and how the remaining [what I think] changes morphophonologically. (Cyber niversity of Foreign Studies)

The purpose of this study was to examine what pre-service English teachers expect from their student-teaching field experience, and how they reflect their teaching practices during the period of student-teaching, and also what kinds of attitude they have toward being teachers for the future. Suggestions for constructing effective teacher development programs made on the basis of the research findings obtained from the questionnaires, interviews, and teaching logs are as follows: 1) For producing more effective teachers for the future, the government and university authorities should modify their current curriculum, in which more relating courses should be added and the student-teaching period should be expanded, 2) For more systematic student-teaching internship, university authorities should make current orientation programs helpful for pre-service teachers before their students-teaching period, and 3) To maximize the current student-teaching field experience, the way of reflective thinking for teachers should be lemented. Some other educational implications and future directions for effective pre-service teacher developing programs are also presented. (Chungbuk National University)

211-230. The National Teacher’s Examination has steadily increased its influence on the curricula of Departments of English Education. This can be seen in the Examination’s inclusion of fewer and fewer questions on English literature, which in turn leads to fewer students enrolling in English literature classes, especially those in poetry. In the hope that this situation can be modified, this paper analyzes both the curricula of Departments of English Education and the Teacher’s Examination from 1997 to 2006. A survey of the curricula of 32 colleges showed an approximately equal distribution of courses in English skills, pedagogy, linguistics, and literature. However, these subject areas were weighted in the Teacher’s Examination at a ratio of :30:20:15. The discrepancy between college course offerings and test subject matter could be minimized by including more inter-disciplinary questions. And professors of English poetry should endeavor to include in their courses more relevant poems, such as those dealing with current issues. (Jeonju University) Key words: Teacher’s Examination, Curriculum, D

Middle constructions such as “Sports cars sell quickly,” “The car drives smoothly” are different from those of ergatives even though they are common in that both have one argument on the syntactic surface. And they are not identical with the corresponding passives even if they both have non-agent subjects. This research examines some factors which contribute to the acceptability of such middle constructions. Rejecting a syntactic approach that middle construction is generated by a syntactic rule “Move- 􎤉” from transitive construction, I argue the middle construction should be dealt with in a lexical approach related to semantic explanation for universal characterization. The stative nature of middles can explain the inability to be subjected to lexical processes like “Out Prefixation” and “Preposition Stranding” that are used for supporting a syntactic approach to middle construction. Explaining the verbal intransitivity which is derived lexically or syntactically will help understand the different types of intransitive verbs (Jeonju University)

Studies on English Language & Literature. 33.2(2007): 253-272. This paper deals with the design and implementation of web-based contents which is a focus on the unit for musculoskeletal system in the Medical English to health-related science majors. It is emphasized that Students are learn independently and improve their level of understanding what is taught by utilizing visual aids. Through their evaluation, it is possible that they know whether they will get learning objective or not. Web-based contents class is possible for various ranges of students to be able to encourage to take part in its operation and anagement or to exchange detail information and to present their opinions to each other. (Woosuk University)