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In Action, Sam Shepard experiments with different methods to achieve a stable identity through three characters Shooter’s, Jeep’s, and Lupe’s existential searches. Jeep uses the images he learned from his culture in understanding and evaluating everything and everyone around him. Shooter attempts to deny his present identity and to construct a new one by denying his own memories. However, he cannot eliminate his own self-perception which asserts the continuity of his own mind. Finally, Lupe tries to find her own self and her place in the world through her observation of the other characters. However, they cannot present her any meaningful way to find her place, and Lupe’s attempt fails. In this play, Shepard’s approach to the problem of identity in close relation with vision and visual elements should be understood in the context of the twentieth-century visual culture in general. (Ewha Womans University)

This paper examines the theme of race in Invisible Man which is constructed and transformed sociohistorically through competing political projects and through the necessary and ineluctable link between the structural and cultural dimensions of race in the U. S. in Michael Omi and Howard Winant’s “Racial Formation” theory. The main character of Ralph Ellison’s Invisible Man, who is black but eloquent, has been analyzed according to four steps suggested by the two critics in their racial formation theory, whose racial categories are created, inhabited, transformed, and destroyed. The racial project superintended by white people is a broad, inescapable web catching and moving black people in the U. S. In this project, “I” ends up being exploited and excluded from mainstream society, even though he has a superior ability in terms of a man’s worth or value. (Sung Kyun Kwan University)

This paper aims to review women’s sexuality, marriage, and death motif through various forms of Renaissance tragedy, including domestic tragedy, revenge tragedy and doomed-love tragedy. It will make special reference to Othello, King Lear, Romeo and Juliet, Cleopatra, and The Duchess of Malfi. Even though cultural, social, and economic development in the sixteenth and seventeenth centuries brought about new social constructions and conceptions of gender which regarded the women as having an equal relationship with the male, the men, with the patriarchal belief system, nevertheless considered the women to be the ‘other’, and unjustly maintained power over the women. Under the patriarchal system, female characters who tried to declare their love, humanity, and identitywhich were acts of romantic self-realization against social conventions- lost their lives. But they played some important role in motivating male characters’ spiritual transformation. (Hanseo University)

The purpose of this paper is to probe into the external objects of the characters as the symbolic codes for the individualistic psyche of William Wordsworth. The characters discussed in this paper are the result of Wordsworth’s association of images from his own mental space. This thesis investigates the psychological separation and the establishment of the ego-strength manifested in the works of William Wordsworth. Among Freud’s tri-partite model of personality, the super-ego consists of the conscience and the ego-ideal. Conscience is a result of conditioning of a growing person. Conscience causes the guilt feeling, which primarily has the function of binding the human psyche to authority figure. Guilt feeling causes fear. (Keimyung University)

Kim, Yeon-man. “The Idiosyncrasy of Maggie and the Double Vision of Stephen Crane’s Maggie: A Girl of the Streets.” Studies on English Language & Literature. 34.4(2008): 85-99. In Maggie: A Girl of the Streets (1893, 1896), Stephen Crane (1871-1900) portrays the Bowery of New York where most of its residents live by naturalistic norms of living. The district is depicted as a naturalistic world controlled by environmental determinism, and it is also a chaotic world full of fights, screams, clashes, betrayals, disorder, and social injustice. The protagonist of the novel Maggie, however, is a romantic idealist thrown into such a harsh naturalistic environment. Unlike the majority of the inhabitants of the Bowery, she stands out as a beauty with a romantic worldview and displays idiosyncratic attributes that do not seem to fit the naturalistic milieu of the tenement district. Due to her peculiar inclinations to romanticism and idealism, she falls victim to the environment and faces a series of ordeals and, eventually, a tragic death. Crane, nevertheless, maintains a double standard in presenting Maggie’s tragic life by denouncing the harsh environment and her inability to adapt to the environment at once. (Kyungnam University)

Kim, Il-gu. “Hermes and Hun-Dun: the Western and Eastern Personification.” Studies on English Language & Literature. 34.4(2008): 101-125. In this paper I compared Hermes and Hun-Dun to grasp the characteristics of the Western and Eastern personification. As the Hermes myths show in various narratives, personification and anthropomorphism have been pervasive in the Western culture since long ago. On the contrary Hun-Dun in the Eastern culture represents a revolt against what was perceived as anthropomorphism and order. As the representative form of chaos, Hun-Dun has remained in the Eastern culture as “the necessary other and the opaque turbulence that challenges and complements the transparency of order.” Rather, avoiding the violence inherent in personifications, the amorphous forms of cosmocentrism such as the Greek’s Gaia and Chinese Pangu reveal the ancient people’s ecological wisdom on organic planetary systems by pursuing a more holistic approach and illuminating the corresponding interaction between nature and the human spirit. (Hannam University)

Park, Doo-hyun. “V. S. Naipaul’s In a Free State and Guerrillas: The De-centered Selves in the Multi-cultural World.” Studies on English Language & Literature. 34.4(2008): 127-140. This paper traces out the question of both constructing self and pursuing personal autonomy in V. S. Naipaul’s two novels, In a Free State and Guerrillas. Naipaul’s interest in his novels, as he focuses on human beings who exist in the post-colonial world, is in how the characters in the two novels are de-centered and fragmented after colonialism. Basically Naipaul tries to show that some characters in the novels struggle variably to find their own selves, but have the pretty difficulties in constructing the authentic self. Thus the resulting aspect is that the individual condition of existence in post-colonial society can be made in the complex web in which various ideological forces between the old and the new world interact. (Korea National University of Education)

The purpose of this paper is to investigate the absent characters in Eugene O’Neill’s Before Breakfast and Susan Glaspell’s Trifles, and find out their dramaturgic importance. These two plays are regarded as a pair because they have interesting similarities. The use of absent characters is one of the similarities. Absent characters exercise great effects on these two plays. They remain in the offstage, but they dominate the whole play as much as any onstage characters. In this paper, the absent characters are being analysed in the aspects of the following three categories: the establishment; the effects on onstage figures and plot; and the effects on the themes. (Kyungnam University)

This paper is a case study of Indian English where we can find a very interesting process of ‘localization’ as well as ‘globalization’ of the English language. English has been ‘localized’ in India so uniquely and profoundly that it became an associate-official language even after India obtained the independency. At the same time various indigenous languages spoken and written in India have been so widely ‘globalized’ that we can find a large number of words borrowed from local languages of India in the present-day English. This study discusses the process of ‘localization’ and ‘globalization’ of the English language in India with a special focus on its historical as well as linguistic aspects. (Soongsil University)

The purpose of this paper is to survey and analyze the English syntactic․semantic aspect and aspectual marker. Originally, aspect was understood as characteristics which verbs mean, however, aspect concepts have changed with the development of transformational generative grammar. In traditional grammar, aspect was not well known to people. However, I’d like to reveal the aspect into the surface through this paper. I divided aspect into syntactic aspect and semantic aspect. Of course, it is a view-point’s difference. Also, I insist that there are aspectual markers in English. They are “have+pp” and “be+-ing” in syntactic aspect and there are many kinds of aspectual markers in semantic aspect. From now on, we have to know aspect and tense differently. Although they have very similar points, I suggest that we have to classify them clearly. (Cheju National University)

The purpose of this paper is to present constraints on English multiple-gap constructions. The constrain-based analysis of multiple filler-gap dependencies can exhibit a uniformity. That associates the relevant syntactic and semantic features of a filler constituent with those of gap position through simple conditions of identity. SLASH representing a gap is used in connectivity mechanism. SLASH features are inherited by SLASH Inheritance Principle to connect with a filler. This system made it possible to analyze not only sentences with two different sets of one filler and one gap but also sentences with one filler and two gaps which are simultaneously linked with the same filler. Furthermore, it could solve the case conflict caused by the relationship between one filler and two gap positions. (Seonam University)

The main purpose of this paper is to review the issues related to the national curriculum and instructional practices for teaching written English in elementary schools and to suggest directions for the development of the elementary English curriculum. The paper first reviews and analyzes the theories and previous studies related to written English instruction. It also examines other countries’ elementary level foreign language curriculums. Based on these reviews and analyses, it is suggested that written language instruction should be introduced into the primary English curriculum at Grade 3 simultaneously with spoken language instruction. Furthermore, the contents and teaching approaches of written English curriculum should be changed to support students’ cognitive and linguistic development and to connect with the middle school English education. (JeonJu University · Seoul National University of Education)

Kang, Seung-man. “Why English Relative Clauses are Difficult to Teach and Learn.” Studies on English Language and Literature. 34.4(2008): 237-260. English relative clauses are treated as difficult among Korean EFL learners due to crosslinguistic differences between the two languages. Such crosslinguistic differences are the position of relative clauses, relative pronoun fronting, the existence of a relative pronoun, the morphological form of the relative pronoun, and so on. Evidently, they are important factors that cause the learners a variety of difficulties in their perception of the constructions. In addition to these crosslinguistic differences, I observe that the inability to discern between a relative pronoun and an interrogative pronoun constitutes another major factor that adds to such difficulties. I argue that this results from the lack of knowledge on syntactic and semantic subcategorization and markedness. I accordingly suggest that we should introduce such notions to our formal, explicit, and pedagogical school grammar instruction to enrich the learners’ understanding of English relative clause constructions. (Chungbuk National University)

Kim, David B. “Analysis of Korean University EFL Learners’ Adjective+Noun Collocational Competency.” Studies on English Language & Literature. 34.4(2008): 261-282. The purpose of this study was to analyze Korean university EFL learners’ “adjective+noun” collocational competency and make instructional suggestions based on the results of the analyses. Twenty-four students, respectively, in their first and fourth year of study were given cloze test which consisted of 40 collocation questions. Both groups’ results were quantitatively analyzed first to see for any “distinctive patterns” that would emerge. Then, any notable or significant answers that emerged were qualitative analyzed. According to this study, the following 4 points must be observed in the teaching of English “adjective+noun” collocation : 1) There is a clear need to incorporate “collocation-rich” texts into the teaching of spoken and written English. 2) EFL learners should be exposed to “synonym study” beginning with the most frequent adjectives found in the “adjective+noun” collocation. 3) EFL learners should be given a task where they list all the phrases to do with certain subjects which would make them focus on lexical sets as a way of building up word associations and their knowledge of collocation (Willis & Willis, 1996). 4) Give EFL learners two sets of partial sentences to match in a pair work and later reinforce it through a writing task. (Kyungwon University)

Yae, Sun-hee. “Grammaticalization and Corpus-based Study of Substitutive Complex Prepositions instead of and on behalf of.” Studies of English Language & Literature 34.4(2008): 283-300. This paper illustrates the corpus-based analysis of substitutive complex prepositions instead of and on behalf of from the perspective of grammaticalization. The derivative path of instead of and on behalf of starts with location denoting nouns stead and half and they have developed into substitutive prepositions encoding replacing of one entity X for another Y. But instead of has undergone more complex course in the process of grammaticalization than on behalf of. Instead of is older in age and shorter in form than on behalf of. This developmental difference between the two prepositions is reflected in the corpus-based analysis of token frequency and collocational pattern. The comparison of solution numbers and syntactic environments will be the evidence that instead of is more general and less formal than on behalf of with the two prepositions constituting layering. (Chungang University)

This study investigates how Koreans identify the English /s/ sound. S. Kim(1999) showed that Koreans relied on the friction duration of the English /s/ when they identified English /sa/; they identified the English /sa/ as Korean /s􌤿a/ when the English /s/ had short friction, whereas they identified the English /sa/ as Korean /s*a/ when the English /s/ had long friction. I conducted the same experiment and found that Koreans did not rely on the friction duration of English /s/; they identified the English /sa/ as Korean /s*a/ but not as Korean /s􌤿a/ regardless of the friction duration. This contradicts her finding. (Korea Nazarene University)