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This research combines Shelly’s three poems Alastor, Mont Blanc and Marenghi into a so called Travel Trilogy. The unprecedented combination allow us to see Shelley’s eco-consciousness in a different light. Usually he has been considered as a radical revolutionist, as indicated by one of his representative nickname “meliorist.” Inevitably, the myth around him attributes his eco-consciousness to “Social Ecology,” which finds all reasons for the ecological crises in the human society and seeks the management of them in the system of society. Conventionally, most quest myths have as their frame the deep-rooted stereotype of “separation-initiation-return.” In combining three poems, this frame provides a meaningful coherence for the combination. The first work, Alastor, which deals with the separation from the anthropocentrism through the travel of a young poet, can be considered to be the first stage of the quest, “separation.” In Mont Blanc, Shelley expresses ecocentrism, provoked by the overwhelming sublimity of the mountain. In many ways, the travel to the mountain is the quest for the inversion of human’s superiority over nature. The last travel in Marenghi leads to the complete return to nature and also completes the cycle of the quest myth. Consequently, Shelley’s quest in the travel poems results in man’s symbiosis in nature. In these three poems, the trajectory of the travel shows a gradual shift from anthropocentric to ecocentric consciousness. And the Rousseauian return to nature reveals that Shelley is a Romantic forerunner of “Deep Ecology.”

Mother Tongue can be said to be a poetic novel or long prose poem that combines the themes of Latina spirituality, erotics, and activism. This novel, which embodies the author’s identity and vision as a political activist, is subversive in that it depicts a colorful decolonial Latina single mother-the Virgin Mary-who desires and acts while resisting the bleached image of the Holy Virgin Mary from colonial imaginary. This study reads Demetria Martinez’s postmodern coming of age novel as the Conocimiento Narrative of Gloria Anzaldua, a Latina-style rite of healing and development and focuses particularly on the spiritual journey of the Millennial Goddess-to-be. The Conocimiento Narrative to acquire the aura of the immortal Guadalupe, transforming from the victim to the spiritual activist, naturally resonates with the author’s poem “Hail Mary.” In addition, the herstory of Mother Tongue rewrites the history of the Holy Family and converges it with the aesthetic portrait of the Millennial Virgin Mary.

This research paper examines the war plays of Lillian Hellman from a feminist perspective, and relates each work in terms of the major female characters. Watch on the Rhine and The Searching Wind are anti-fascist propaganda plays dealing with the background of World WarⅡ. Watch on the Rhine and The Searching Wind are both concerned with the struggle against fascism and the response of middle class Americans to the issue of World War Ⅱ. Hellman’s political message is that fascist Germany must be opposed. Despite these political concerns, Hellman always focuses on the individual in her dramas, and the moral choices he or she makes. So this paper not only analyzes the ideological and political situation of Watch on the Rhine and The Searching Wind, but also tries to analyze Hellman’s female characters in such an era. It is obvious Hellman offers Fanny and Sara as role models for American women in the upcoming struggle even though the struggle for women’s rights and separate identity is nowhere hinted in Watch on the Rhine. In The Searching Wind, Hellman demonstrated that women could think seriously about large issues, and face moral questions with bravery and maturity, athough Cassie could be seen in a negative light because of the play’s depiction of adultery and retaliation. Hellman’s plays showed that by participating in the war, albeit in a supporting role, women were able to advance the cause of their own liberation.

John Fowles is one of the representative English writers in the postmodern age of the twentieth century. He is known as an existentialist and metafiction writer in England. Fowles started writing novels in the 1950s. He was interested in human self-consciousness and depictions of himself as a novelist. He also wanted to incorporate both style and theme in his texts. The theory of evolution emerged in the nineteenth century and influenced English social classism. This theory is the most important criterion to define Fowles’s view of his third novel, The French Lieutenant’s Woman. Evolution is inherent in this novel in that a novel and a writer need to evolve to survive in times of uncertainty. Thematically, Fowles criticized the dichotomy of Victorians’ attitude in his depiction of the main character Charles Smithson, and parodied the tradition of realist novels to show self-consciousness. Structurally, Fowles appeared directly or indirectly in his novels and presented multiple endings. This feature encouraged readers to intervene in the process of meaning creation with creative works which is a unique structure and narrative style. We can see Fowles’s purpose and efforts as crucial elements of the evolution of his novel.

The imperialistic modernization of Hank Morgan from Mark Twain’s novel A Connecticut Yankee in King Arthur’s Court, who embodies the ideals of his period, such as individualism and mechanization depicts a failure in Jungian individuation, a concept of attaining a mature psyche. Hank regards the collectivist feudal Arthurian kingdom symbolizing the collective unconscious as lacking modern individualism developed by mechanization and hence inferior to his own time period. His consequent project of imperialistic modernization serves as a metaphor for American expansion which destroyed Native American communities with modern machines. The Jungian approach to this narrative attaches Hank’s individualistic qualities to the psyche’s conscious, while collectivistic spirit, an opposing value, is linked to the unconscious. Through the lens of dream analysis, the mythical Arthurian land represents collective unconsciousness in Jung’s theory and Hank, the symbol of nineteenth-century America, meets a dire end due to his unconditional repression. In Jungian terms, although the modern individual succeeds in assimilating the anima’s values, he does not do so for the shadow. The fact that mechanical America fails to attain individuation because of such neglect in accepting the unconscious realm’s collectivistic characteristics holds significant bearing not only upon nineteenth-century America, but also on communities of today where polarization threatens the collective health. Such conflict may ultimately result in a severe resistance endangering the entire community. In this light, the Jungian reading construes a future road to reaching a better community. Understanding the differences between opposites, as within an individual psyche, becomes key to extending the Jungian individuation to a societal level.

This paper has dual aims. One is to analyze communicative activities included in each period of lessons in Korean elementary school English textbooks for sixth graders, in terms of focused or unfocused tasks for focus on form (FonF) and task-based language teaching (TBLT). The other is to discuss strategies for designing tasks for planned and incidental FonF in elementary school English classrooms. The results of analyzing communicative activities in each period of lessons are as follows: (1) The activities in 1st and 2nd periods are designed based on free production activities of PPP for focus on forms (FonFs) or free activities for task-supported language teaching (TSLT). (2) The activities in 3rd, 4th, and 5th periods are designed based largely on free activities for FonFs or TSLT, but partly reflect some features of focused tasks for planned FonF in that they elicit natural language use but also elicit the use of predetermined linguistic features. The strategies for designing tasks for FonF in elementary school English classrooms are as follows: (1) Focused tasks can be designed to elicit the natural use of what students have learned in previous lessons as well as the intentional use of predetermined language forms. (2) Unfocused tasks can be designed to elicit the free use of language in general that students know or have learned in previous grades rather than the use of specific, predetermined linguistic forms. This study will help elementary school English teachers recognize that both TBLT and FonF are required to enhance students’ English fluency and accuracy simultaneously.

This study explores not only Korean college students’ perceptions of employing Communicative Language Teaching (CLT) in a synchronous online course using Zoom, a videoconferencing tool, but also factors influencing their perceptions. Twenty students, who had low English proficiency taking Practical English III during the COVID-19 pandemic, took part in this study. Data from surveys and individual interviews were collected. Both descriptive analysis of survey data and thematic analysis of interviews with eight volunteers were carried out. The results show that students perceived the Zoom class positively with no preference for pair work or whole class work. In addition, there were two factors affecting students’ perceptions: the promotion of authentic interaction and participation in interesting communicative activities. The findings not only support the possibility of adopting CLT in synchronous online settings, but also suggest balancing form-focused and meaning-focused activities for beginners.

The aim of this study was to examine the effects of massive open online course(MOOC) learning based on self-directed learning and academic achievement of college students. For this study, twelve college students were chosen as participants. They were asked to take a MOOC, carry out team-based activities and fill in a self-reflection log of their learning over 15 weeks. The data consisted of shortened TOEIC practice tests(only 100 items) which were conducted at the beginning and end of the study period, self-directed learning ability questions, and students’ learning logs. The results of this study have been showed as follows; First, there was meaningful improvement in English academic achievement based on listening and reading comprehension scores. Second, there were positive changes in self-directed learning ability. Further studies are needed to examine the effects of MOOC learning over a longer period to boost self-directed learning ability with instructor feedback.