Earticle

Home

영어영문학21 [English21]

간행물 정보
  • 자료유형
    학술지
  • 발행기관
    21세기영어영문학회 [The 21st Century Association of English Language and Literature]
  • ISSN
    1738-4052
  • 간기
    계간
  • 수록기간
    1967~2018
  • 등재여부
    KCI 등재
  • 주제분류
    인문학 > 영어와문학
  • 십진분류
    KDC 840 DDC 820
제29권 1호 (16건)
No
1

헨리 제임스의『특사들』 — 실용주의적 인식의 전환

문영희

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.5-26

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This paper examines the pragmatic experiences and conversion of perception in The Ambassadors. The hero, Lambert Strether, who is engaged to Mrs. Newsome, comes to Paris as an ambassador to take her son Chad Newsome home. The dilemma comes from the fact that Strether, as a man of sensibility, is burdened with Puritan dogmas. However, his moral sense does not remain inflexible and unchanged. It undergoes considerable change as he meets with new experiences in Paris. His inner experience demonstrates a great swing from a public to a private conscience, from a fixed code of conduct to a flexible code of conduct. Strether never stops re-describing experiences by judging each event through his own ‘metaphors.' In particular, the process by which he continuously reconstructs the meanings of the experiences through his moral imagination represents the epitome of the pragmatic attitude. Strether finds himself on the point of losing everything at the end of the novel, and he decides to return to Woollett “to be right.” His decision is a pragmatic conversion that overcomes society's values and finally leads him to perceptive freedom.

2

『포샤 쿨란』에 나타난 민담과 강의 의미

박은희

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.27-46

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

The Midlands of Ireland, which is the setting in Marina Carr’s Portia Coughlan, has inherited the traditional folklore of Ireland. The unique rural landscape of the play takes on an important role in the life and death of Portia. Carr reflects, modifies, and sometimes contradicts the folklore in the myth of the Belmont River. Specifically, Carr, by connecting the river landscape with the heroine, shows that the source of the heroine’s power and identity is “water.” In the context of grotesque realism, the river simultaneously comforts and haunts Portia, and it is both the reason for Portia's living and the method of her dying. Portia's body returns to the landscape first through her drowning in the river and then in her burial, and we can only assume that her spirit will join Gabriel's in haunting the river, as she vows to do earlier in the play. Carr creates a supernatural and mysterious atmosphere by drawing myth and folklore into her very realistic story. In that atmosphere, Portia’s death in the Belmont River is not tragic. Portia finds comfort in the stories of earth and river and uses the landscape in the folklore to overcome her loneliness. In an ecological analysis, Carr personifies the river, earth, and the ghost as if they have souls and makes the heroine experience a rebirth as part of that landscape.

3

『돼지처럼 살아라』에 나타난 존 아든의 딜레마

장금희

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.47-66

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

The purpose of this essay is to explore how John Arden deals with political and social issues such as the policy of housing schemes in his second play, Live like Pigs. Through the play, Arden tries to portray objectively the way in which the welfare state hinders an individual's way of life. For the purpose of this play, Arden contrasts two families with different values and alternative ways of life, families that represent various human deficiencies and offend conventional senses of civilized society. In Live Like Pigs, Arden raises the question of what happens when the state carries out a policy for people who want to maintain their way of lives against the authorities. The play demonstrates the inevitable truth that political problems cannot be solved simply by changing the environment, a change that may, rather, beget violence and tension between individuals and political society. In the play, Arden tries to show how the incompatible values between individuals and authorities stifle, disintegrate and transform the free vitalities of uncivilized people. In a sense, public interests are bound to encroach on the individual’s right to choose a way of life, which is a dilemma in Live Like Pigs.

4

『애나 크리스티』결말의 불확실성 — 열린 결말 속 주제 찾기

전미숙

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.67-85

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

The purpose of this paper is searching for themes of feminism and fatalism in the open closure in Eugene O’Neill’s Anna Christie. This play, a sentimentalized depiction of the rehabilitation of a prostitute, appealed to contemporary audiences because of its “happy” ending. But the audiences failed to grasp O'Neill's intention since he had considerable difficulty formulating his goal while writing the play. In Anna Christie, “double vision” for the ending operates somewhat differently, which prepares the viewer for two very different conclusions. Throughout the play, and most emphatically at its closure, Anna's projection of happiness appears to conflict with Chris's foreboding of doom. Anna affirms her own capacity to structure her life and makes a militant assertion of feminism. Chris, Anna's father, insists that all their fates will ultimately be determined. Therefore, the inconclusive ending represents the perpetual dilemma of the artist: how to bring a work to a satisfying conclusion without being false to the boundless nature of human life. Nevertheless, the unexpected conclusion indicates that open endings are adequate per se because open-ended works can also attain effective closure. In strong contrast to the happy resolutions generally associated with comedy, “open endings” are suitably used in connection with the somber view that humans are essentially alone with their responsibilities in a complex world.

5

「융단 속의 무늬」에 나타난 희극적 풍자와 삶과 예술의 전도

조흥근

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.87-106

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

“The Figure in the Carpet” has been considered as one of the most ambiguous tales of Henry James, and as a tale on the absence of absolute truth or absolute meaning. But, seen from the perspective of James’s consistent interests in the relation of life and art in his artist tales, it can be read as another variation of that relation, one that depicts an inversion of life and art. According to James himself, this tale was meant to criticize the lack of “analytic appreciation” and the “numbness of general sensibility” “in the English- speaking air.” Thus, in the story, three critics are lured and tested for their critical qualifications. They are meant to discover the “secret”—“the figure in the carpet”—of Hugh Vereker, a famous but unpopular writer. But they can’t achieve the goal because of their “limp curiosity,” and because, as critics who have abandoned their real lives and true human sympathy, they have a strong avidity for fame and success. The inversion of life and art is the natural result following from their quest for the “secret.” The anonymous first-person narrator is an especially cold, obsessed observer who inflicts violent injury on other people’s hearts and commits an ‘Unpardonable Sin’ like the scientist characters in Nathaniel Hawthorne’s tales.

6

특성화 고등학교 학생들의 영어 수업 및 교재에 대한 인식 연구

김민지, 마지현

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.107-128

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

The purpose of this study was to examine Korean vocational high school students’ perceptions of English classes and textbooks and propose plans to cultivate an educational environment to promote the sustainability of English education in vocational high schools. To this end, this study conducted a survey with 245 students at a vocational high school in Chonnam province. The findings reveal that the students perceived the difficulty level of English lessons rather distinctly and displayed differing needs for studying English. This suggests that English classes should target different proficiency levels and future career options, such as going to college or getting a job. Most of the students thought that English lessons and textbooks in the vocational school were irrelevant to the work they would pursue after graduation. As they were also aware of the importance of English for employment or advancement to higher educational institutions, they requested more specialized curriculum and materials for vocational English. Suggestions are made based on the findings.

7

뉴 리터러시 교육에서 주제통합학습 성과 고찰

김지숙

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.129-162

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

To implement integrated curriculum instruction in primary school classrooms, new literacy education considers the basic capacities of reading and writing, critical thinking, and instruction fostering inquiry as well as creative expression important. However, integrating reading, inquiry, and writing instruction based on both print and digital literacy with language-learning in our primary schools is only making slow progress. As a result, although new literacy education is prevalent in integrated curriculum instruction in advanced countries, these teaching methods are not effectively linked in our country. This can be attributed to overlooking the fact that in advanced countries, the European Content and Language Integrated Learning (CLIL) and immersion-based integrated curriculum approaches to teaching English already have a history. This study is viewed as meaningful because integrated curriculum instruction will become the actual teaching method, and the reality is examined in light of the historical background of advanced countries

8

교양과목으로서 실무영어 수업 제안과 효과성

박주은

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.163-188

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

The purpose of this study is to suggest effective procedures and contents for teaching Business English as a liberal arts subject. I used two kinds of questionnaires in this study. The first surveys students' English levels, preferred class activities, and characteristics, such as goals, interests, strengths, weaknesses, and needs. I used the results to inform the syllabus and lesson procedure. The main content related to Business English consisted of a movie script and auxiliary textbooks. They contained expressions used in the office, on a resume, in a self-introduction, on a listening evaluation sheet and activity, etc. I used a movie, group activity, pop song, role-play, quiz, and a presentation of culture in class. In the second survey, at the end of the semester, I verified student levels, preferred class activities, and satisfaction with my Business English course and the lesson procedure. I focused on students' academic performance and learner-centered education. The conclusion is that Business English as a liberal arts subject is useful for many job seekers, and movie scripts suit students' needs and interests.

9

대학의 대형 EFL 강좌에서 의사소통중심 교수법

양소영

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.189-213

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This study investigates Korean college students' perceptions of implementing communicative language teaching (CLT) in a large EFL class as well as factors influencing their perceptions. One hundred twenty-one freshmen, who had low English proficiency, from two intact classes employing CLT for one semester participated in this mixed-methods study. Data from pre- and post-surveys, in-depth interviews, and field notes were collected and analyzed, using both statistical and thematic techniques. The main finding shows that participants perceived the CLT class positively in terms of improving communicative competence, interest and self-confidence in learning English, and participation in class activities. Additionally, there were four factors affecting student participation in large CLT classes: pair work encouraging student concentration on tasks, self-motivation due to new approaches, an interest in various communicative activities, and an improvement in using English meaningfully. The results support collaborative learning within CLT and provide effective strategies to help college EFL teachers with low-level students in a large class to implement CLT successfully.

10

읽기 후 그림책 만들기와 독후감 쓰기 활동이 초등학생의 영어 학습에 미치는 영향

최여은, 최문홍

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.215-241

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This study investigated the effects of post-reading drawing and writing activities on Korean elementary school students’ L2 English vocabulary learning and reading comprehension, along with the students' affective reactions. The participants in this study were 16 elementary school students who were enrolled in an education program supported by a local child welfare center. They read two storybooks over 15 class periods and engaged in either drawing or writing activities in each class. The students’ achievement in vocabulary and reading proficiency was measured by formative and summative tests, and their affective responses were observed through questionnaires, interviews, and the instructor’s reflective journals. It was found that both activities had eventually enhanced the students’ academic and affective states. Writing activities were more effective than drawing activities in vocabulary learning and reading comprehension, while drawing activities evoked more positive reactions. In particular, the effects of the two activities were significantly different only in delayed performance as measured by summative tests. However, proficiency seemed to mediate the effects to a considerable degree; advanced students benefited more from drawing activities, whereas low-level students benefited more from writing activities. These findings suggest that post-reading activities can be more successful when their characteristic effects on students’ cognitive and affective dimensions are considered and implemented in a way that complements student proficiency.

11

Transatlantic Gothic Topographies of New Woman in C. S. Lewis’s That Hideous Strength and Flannery O’Connor’s “Good Country People” and “The Stroke of Good Fortune”

Seongeun Jin

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.243-263

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

In this article, I explore the aspects of the “modern” woman with regard to the impending imminence of the pre-Civil Rights movements. C. S. Lewis’s and Flannery O’Connor’s treatments of women center upon their concepts of evil, upon women’s biology and pregnancies, and upon education for women. Underneath the literary and cultural contexts of the stories, the victimization of women has not received full attention. The reader can infer the underlying ideology of male domination over women. Lewis’s portrayal of female spirituality incurred charges that he relies on using inferior stereotypes of women. Lewis and O’Connor both tend to baffle female readers in terms of their conventional echoes against female liberation. In Lewis’s That Hideous Strength, women are generally described as vulnerable to evil and further positioned as ‘almost’ children in terms of women’s perceived lower spiritual status. In his works, Lewis adopted gender essentialism based on Christian doctrines. However, in his real life, Lewis supported female education, and his later life showed his gradual acceptance of dynamic female roles in society. Thereby, Lewis’s views of modern woman tend to be ambivalently portrayed in his writing. Similarly, O’Connor has baffled many feminist critics in terms of her ludicrous female characters in fictions such as “Good Country People” and “A Stroke of Good Fortune” because she portrays women as spiritually and intellectually ugly regardless of their education. My approach unveils Lewis’s gradual development of accepting women as equal figures in his later works. In addition, recent criticism shows that O’Connor revised her original manuscripts because of her vulnerable position relative to Southern male readership due to her gender and religious faith. I suggest that, contrary to previous critical perceptions, Lewis and O’Connor question the barrenness of single intelligent women with regard to the issue of productivity in Christianity while they explore female education, professional roles, and the changing values of modern women.

12

Emergent Asian American Identity in Cold War Travel Literature

Seunghyun Hwang

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.265-289

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

Faced with a cold war of ideology and a need to establish strong alliances with Asian countries, in order to confront the expansion of communism, the American government of the 1940s and ’50s recognized the need to change its image concerning domestic racism and re-educate its citizenry toward tolerance. Reflecting this contextual Cold War need, two works of post-war travel literature and their Broadway musical adaptations evidenced the evolution of a dominant cultural narrative of “American” identity, revising and expanding the definition of “American” to include Asians. James Michener’s Tales of the South Pacific (1947) and C. Y. Lee’s The Flower Drum Song (1957), as well as their Richard Rodgers and Oscar Hammerstein musical adaptations South Pacific (1949) and Flower Drum Song (1958), contributed to the emerging Asian American identity. Utilizing Raymond Williams' framework of cultural process as the dominant, the residual, and the emergent, this research explores the emergent cultural acceptance of Asian American Identity through the analysis of the four pieces of travel literature.

13

Echoing in the Sprouting Construction

Yoon-kyoung Joh

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.291-309

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

In the previous literature on sprouting, most attention has been paid to the elided structure. This paper, however, focuses on the remnant of the elided part. More specifically, this paper claims that, in sprouting, the wh-phrase, which is the remnant of ellipsis, echoes a cataphoric implicit argument that is locally accommodated to the argument structure of the antecedent clause. Under this view, sprouting is not very different from merger in the respect that the former comes when the antecedent of the wh-phrase is manifested as an implicit argument rather than being completely absent whereas, in the latter, the antecedent of the wh-phrase is realized as an explicit argument. The implication of this study is that backward formation should, in general, be allowed in linguistics.

14

A Study on Developing Collocational Competence through Movie Context

Bong-Gyu Kim

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.311-329

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This study investigated how movie-based collocational activities are effective in fostering 57 university learners' collocation competence. By designing a collocational test and eliciting oral responses to explicit formulaic words, this study examined the relative effects of interactive activities and L2 development of constructing pre-fabricated words through teacher-centered and learner-centered collocation activities. Analysis of the data revealed that the participants made meaningful development on collocational tests after prompts were provided, especially visual teaching materials. The analysis also showed that through collocational activities there were positive effects on the students' vocabulary learning strategies. As a pedagogical implication, this study emphasizes the importance of a teacher's roles in terms of fostering a learners' lexical competence by providing more student-centered activities and organizing teaching materials stimulating learners' motivations. The study also provides empirical evidence that suggests various methods to enhance students' collocational competence. Based on the findings, a number of pedagogical implications are suggested.

15

Classroom Motivation of Korean and Non-Korean Students : A Comparative Analysis

Bokyung Murray

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.331-355

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This paper is a replication study of previous research, with a different student population, which uses several concepts from Self-Determination Theory (SDT) to examine the classroom motivational orientation of Korean high school EFL students. A total of 60 participants from a high school in Incheon took part in this study. These students completed the Self-Regulation Questionnaire-Academic (SRQ-A) and an SDT self-report survey consisting of 32 items, designed to measure four levels of a student's educational motivation. This paper addresses the following research questions: 1) From the standpoint of the SDT extrinsic-intrinsic continuum, what is the motivational pattern of these Korean high school students, as measured by the SRQ-A? 2) How do the results from research question 1 compare to similar studies done in Korea? 3) How do results from research question 1 compare to similar studies done in other countries? Survey results indicate that the majority of these Korean high school students were externally or extrinsically motivated to learn, with most of the participants indicating they were motivated at the identified level of external regulation. This result is not entirely consistent with other studies done in Korea, but is consistent with studies done in other countries, including Japan and the U.S. This paper concludes with a discussion of some study limitations and suggests some pedagogical implications.

16

The Use of Conjunctive Adverbials in the Research Articles of American, Hong Kong/Singaporean, and Korean Scholars

Jung Won Suh, Hohsung Choe

21세기영어영문학회 영어영문학21 제29권 1호 2015.02 pp.357-384

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This study examines the use of conjunctive adverbials (CAs) in the research articles (RAs) written by American (ENL), Hong Kong/Singaporean (ESL), and Korean (EFL) scholars. Specifically, this study aims to identify and analyze the overall frequency of CAs and usage patterns of the four semantic categories of CAs occurring in the three groups as well as any patterns of overuse, underuse, and misuse by each group. The results indicate that the overall frequency of CAs used by the Korean EFL scholars was significantly greater than that of the ENL and ESL scholars. They overused adversative and causal categories of CAs most often, while the frequency of use of CAs in all semantic categories was nearly identical between the ENL and ESL scholars. With a closer examination of the actual use of individual CAs, some misuse of CAs was found in both the ESL and EFL groups, but the amount of misuse was greater in the EFL writing. The problematic use of CAs was found to be due to a misunderstanding of semantic and grammatical functions which may have led to a failure in developing logical relation in writing.

 
페이지 저장