Earticle

In As I Lay Dying, it seems that Addie Bundren refused to say that her life was empty because of the event of death. At the same time, she boldly rejected the then popular perspective on death, represented by the judgment of God. However, the fact that she continued to live hard, recognizing death as an important event, appears in many places in William Faulkner’s novel. Addie was a female member of a poor, ‘white trash’ family, making a lot of effort on behalf of an incompetent husband and participating in many troubled decisions. For this reason, the village community members were mourning her death and participating as speakers. It is the attitude to and process of preparing for death that can analogize her view of death on another level. She organized her surroundings, told her son, a good carpenter, to make a coffin, supervised the making of a coffin, and planned a funeral journey that had a positive impact on her family. Her father's nihilistic view of death was forced by the patriarchal repression structure. The judgmental view of death, which Cora Tull, her neighbor explains and coerces, was forced by the religious repression structure. Addie tends to operate as a family center because she pursued her desires, ignoring religious oppression and patriarchy. She established her own view of life, her own view of death, and lived faithfully by it. She was finally ready to die.

This study aims to examine a skeptical aspect of the posthuman view focused on Zero K (2016) written by Don DeLillo. The novel presents Ross Lockhart, a hedge fund manager, who has obscenely made billions from the profit impact of natural disasters, and primary investor in a secret cryonics facility, Convergence. He is inspired by the terminal illness of his second wife Artist Martineau to seek immortality through cryonics. The novel’s narrator and Ross’s son, Jeffrey Lockhart, offers readers a tour of the cryonics facility where death is controlled and bodies are preserved until time to come when new technologies can return them to a life of transcendent promise. However, DeLillo appears to be skeptical of immortality. The bodies in their cryonic state are perceived by Jeffrey as forms of visionary and body art. Artist, through her name and profession as an archeologist, bears this message. In short, DeLillo, known as the writer constructing pathways into the future, makes readers think “What will it be like to come back?” by juxtaposing mannequins and frozen bodies in Convergence.

This study examines Joseph Brodsky’s experiences in the cultures of other countries: America, Turkey and Italy through Oberg’s culture shock theory. Culture shock is the experience a person may have when moving into a foreign culture. Its manifestations develop in four stages: honeymoon, culture shock, adjustment, and adaptation. Brodsky’s experiences with the cultures of those countries did not follow the U curve of Oberg's theory, demonstrating his predisposition to love individualism and freedom. The former studies seeing Brodsky as a cosmopolitan or an imperialist should be reconsidered. His encounter with the United States in A Part of Speech started with culture shock without any honeymoon stage; he was able to cope with American culture not only owing to his mastery of English but also the values he esteemed the most: freedom and individualism. In his encounter with Turkish culture in “Flight from Byzantium,” he only experienced culture shock throughout his stay in Istanbul. Meanwhile, his experiences in Italy in Watermark only took place within the honeymoon stage. In light of this study, we can see that Brodsky’s encounter with other cultures provided him an opportunity to write freely away from the steel cage of his home culture.

Kevin Power’s The Yellow Birds deals with the experiences of protagonist John Bartle during and after Iraq War, partly reflecting the author’s own war experiences. Apart from the many critics’ approaches based on conventional war narratives such as trauma, loss and/or restoration of memory, and survivor’s guilt, this paper focuses on the lack or absence of Bartle’s surroundings. Having no father and brother, awkward with human relations, and harassed for his withdrawn personality by his peers, Bartle has to undergo a series of hardships in his present life. Wanting to flee from his present reality, he chooses to join the army, which he hopes will provide what he is looking for suchas a change of personality and alternative family members, and thus help him grow up as an ordinary man. The new family-figures he meets in the army seems to fill the absence in his life, but they prove unfit and even fatal due to the common traits of forcing their own standards or values on others. Bartle also learns that the army is unable to give him what he wants because its emphasis on the violent/destructive nature of soldiers betrays his expectation. The unlawful dealing with Murph’s dead body results in Bartle’s imprisonment, yet it is his time in jail that gives him a lesson to maintain the will to live and be an ordinary man. His new life will be different with this newly acquired lesson his experiences.

This study discusses Toni Morrison’s remembering in view of Africans and African Americans’ traditional conception of time. Morrison’s remembering is inextricably laced with Africans’ and African Americans’ traditional conception of the past which is divided into the Sasa and the Zamani periods in terms of dimension and category. In Song of Solomon, Morrison’s characters and speakers, such as Pilate Dead, Macon Dead, Reverend Cooper, Circe, and Susan Byrd, do not leave the past behind. They relive it based on Africans’ and African Americans’ concepts of the past, such as ‘the Sasa period’ of remembering that lets one recall his or her past in the present tense, and ‘the Zamani period’ of myth that goes beyond one’s recalling dimension. More specifically, it is the experiences of the Sasa period that are relived through remembering. However, in Tar Baby, Morrison’s character and speaker, Gideon can’t relive the three-centuries-old origin of blind people that is involved in the Zamani, beyond individuals’ recalling dimension. Therefore, when Gideon relives the origin story, he completely depends on a fishermen’s tale that has been spread by word of mouth.

The classical period has confined madness to psychosis and silenced madness from reason, but we can see the philosophy that followed Hegel as the 19th century dawned begin to interpret madness as alienation of reason from reason itself, and alienation of civilization. The purpose of this paper is to analyze and examine the madness of Hamlet and Ophelia in Shakespeare's tragedy Hamlet in terms of the philosophical perspectives of Hegel and Lacan, not from a medical point of view. Examining the meaning of Hamlet's conscious madness, we can find the frailty and imperfections of human reason, such as extreme contradictions and anxiety, maniacal anger, extreme fear, confusion of identity and obsessive hesitancy with decision-making. However, the philosophical meaning of the madness in his life was that his madness made an opportunity to realize his limitations, allowing him to experience the situation of human existence inversely, and his rational thinking which had distinguished the phenomena of human life was sublated and expanded to the concept of infinity. Ophelia's madness means the abolition of the whole symbolic order in a state of madness, and at the same time, it means unregulated freedom and her rejecting the conformity of her symbolic order which maintained her social identity. However, as the philosophical meaning of the madness in her life, it can be said that her unconscious madness was her death drive to dismantle the alienation of the imaginary ego forced by the subject, and so the unconscious madness emphasizes the special nature of her imaginary ego that her reason canceled.

God Help the Child continues Toni Morrison’s focus on the most vulnerable characters and expands upon violence related to characters’ experiences that they painfully undergo in their childhood. Because of these traumatic experiences, characters in this novel cannot form positive relationships but end up destroying themselves and others. However, Morrison tries to find possible resolutions for these damaged children. This paper aims to analyze Morrison’s perspectives on child abuse through examining the strategy to transform how these characters can overcome their trauma and gain the power to rebuild their relationship. In order to analyze Morrison’s novel, the body of this paper consists of three parts. I will explore through textual evidence the way how children can be easy targets of violence by analyzing the structure of society and the reason why sexual assault is particularly frequent. In the next chapter, I will unpack the character Bride and her trauma with affect theory to scrutinize how traumatic experience can be turned into power to destroy others. Lastly, by tracking the relation of Rain and Bride, I will verify how traumatized children can build an supportive alliance.

The main conditions that have to be fulfilled in elliptical sentences are recoverability and licensing. One way of implementing this recoverability condition is with the notion of e-GIVENESS used in Merchant (2001). This recoverability relation between the ellipsis site and the antecedent is a semantic identity condition. It has been proposed, however, that the ellipsis site and the antecedent have to be syntactically identical as well. There has been some debate on the relation between the antecedent and the ellipsis and on whether ellipsis requires strict syntactic identity or not. However, this paper aims to re-examine the structural isomorphism and exploit the syntactic identity condition to license ellipsis phenomena especially in sluicing. This paper also shows that, once the PF-deletion approach is adopted, the syntactic/derivational constraints involved in the definition of the ellipsis domain and the characterization of the licensor can be elegantly stated in phasal terms. That is, the domain of ellipsis coincides with the complement of a phase head that is deleted at PF and only phase heads can license the PF-deletion of their complement.

The study was originated from the researcher’s recognition that literacy education in the 21st century should respond to the changing society. Although scholars and teachers are aware of the educational values of picturebooks in language classes, they are not aware of new literacy to understand the meaning between various information and interpret it from creative perspectives. Therefore, this study aimed at directing English literacy education to meet the needs of a new era by exploring metafiction devices in postmodern picturebooks. To achieve the objective, the study established foundation of post-modernism, postmodern picturebooks and metafiction devices. Then, the researcher selected 10 postmodern picturebooks in which metafiction devices are represented both in written and illustrative text, and analyzed metafiction devices to guide literacy education. Finally, the study provided teaching strategies of using selected picturebooks by focusing on brainstorming and writing activities. Some educational implications are suggested.

This paper aims to provide an overview of the development of Generative Grammar and understand the Minimalist Program advanced by Chomsky(1995), with specific focus on the concept of minimization. In particular, this paper introduces the philosophical and theoretical background of Generative Grammar and presents the core concepts of syntactic theories existing under the Generative Grammar framework. It also discusses which aspects of each theory have been changed to achieve minimality. Since minimization revisions had already been made to the Standard Theory, the Extended Standard Theory, and the Government and Binding Theory, this paper concludes that the Minimalist Program is not completely different from other theories but rather an extension of them, which particularly emphasizes the economics and minimality of theory.

This paper examines how much pedagogical benefit teachers can expect in a mixed-ability class by having students read simplified texts. Seventy students were divided into two groups: Group OT, students who read the Original Text, and Group ST, students who read the Simplified Text. They were pre-tested for English proficiency, showing no statistical difference between the two groups. Both groups read their assigned texts as pre-reading activities, and their reading comprehension was measured. The results demonstrated that Group ST significantly improved English reading comprehension compared to Group OT. Consistent with previous findings, low-achieving students benefited more from simplified texts than their high-achieving counterparts. The results have instructional implications for differentiated instruction in conventional English reading classes.

The purpose of this article is to look into the effects of genre writing on college students’ writing performance and academic efficacy. For this study, 30 college students were chosen as the participants and given five genre writing instructions for 10 weeks. In order to measure the students’ writing, pre- and post-writings were performed before and after the treatment. In addition, questionnaires, oral interviews and writing journals were conducted for data collection. In evaluating students’ writing products, physical structure analysis and topical structure were employed in this study. The following results have been obtained. First, this study showed that there was great improvement in students’ writing; in topical structure analysis, the number of T-unit subjects decreased, and the number of T-units per subject increased. This implies that genre writing practices had a positive effect on improving students’ writing proficiency. Second, there were meaningful changes in academic efficacy through genre writing, as shown in questionnaires and interviews. Genre writing has contributed to raising the students’ task difficulty preference, self-regulatory efficacy and self-confidence toward academics.

This study investigated the effects of linking a curricular college English course with extracurricular English programs for facilitating low-achieving EFL university students’ learning of grammar and vocabulary. To enhance students’ learning, three effective strategies were employed in this program: testing, morphological analysis, and spaced repetition. Accordingly, this program consists of (1) a curricular college English course including grammar instruction and weekly grammar quizzes and (2) extracurricular programs including online vocabulary lectures on morphological analysis via an LMS, three online vocabulary quizzes at one-week intervals via Google Forms, and one-on-one tutoring via Zoom. The scores of the online vocabulary quizzes that were part of the extracurricular programs were included in the assignments that were part of the curricular course. This was done to strengthen the connection between extracurricular programs and the curricular course and to thereby promote students’ participation in the former. The data from 43 students who completed the pre-, post-, and delayed post-tests as well as the post-survey questionnaires were analyzed. The results revealed that the linked programs had significantly positive effects on low-achieving students’ learning of grammar and vocabulary. This study provides a model of linking a curricular course with extracurricular programs for low-achieving learners in a level-based curriculum.

Confronted with the entangled challenges of the looming demographic cliff and the global pandemic, higher institutions have been engulfed with crippling crisis and external threats. Against this backdrop, the current research endeavored to offer a new Metaverse paradigm for English education from needs-analysis and meta-analysis results for non-fungible highfliers in metaversity. A needs analysis was performed to identify the English learning needs of 442 college students with varying majors; a meta-analysis of 37 effect sizes from 9 studies was undertaken to evaluate the effectiveness of Metaverse-embedded English instruction. The meta-analysis results revealed that the overall effect size of Metaverse technology for English learning is was medium and positive (0.419; 95% CI: 0.264∼0.5741) with the Q-value of 583.091 and the Higgin’s I²-value of 93.826. The effectiveness of Metaverse technology in promoting cognitive attributes was highest (0.845), followed by affective (0.572) and linguistics (0.062). The needs analysis revealed that students are in need of studying employment-related English programs such as TOEIC, English for job interviews, presentations, and so on. From the findings, this research proposes a new English education paradigm to forge ahead in the 5th industrial revolution(5IR) era.