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
제20권 1호 (11건)
No
1

쿳시의 프라이데이 읽기

고선영, 박오복

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.5-32

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

Coetzee's Foe is a rewriting of Defoe's Robinson Crusoe. This rewriting allows him to indirectly speak about national matters. Accordingly Coetzee is criticized for this approach and his work is often labelled as apolitical, ahistorical and postmodern. However, Coetzee's novels are an attempt to find a place to speak to the political on his own terms. Foe examines the process of canonization through which voices of different gender and race have been silenced. This paper examines how truth-telling and representation of the other is related to those silences. In Foe, the conditions of truth-telling or representation of the other is shown through the dispute between Susan, a female castaway and a professional author, (De)Foe. Friday is broached into their dispute as an indicator of the limits of their respective arguments. In resistance to Foe's attempt to transform her authentic story of the island into a mother-daughter story, Susan comes to realize the necessity of reading the otherness of Friday, without which her story of the island would be incomplete and in consequence she could not establish her own identity. On the other hand, Foe's reading of Friday transforms and appropriates the other, thus excluding it in the dominant discourse. The process of his reading of Susan and Friday reveals both that the social and political power of dominant discourse is the result of the silencing of marginal figures and that Friday becomes a power to make Foe's narrative incomplete and his silence as irreducible experience cannot be represented. The last narrator in Foe proposes a substitute reading of Friday. Without hesitation this narrator dives into the wreck where Friday lies and listens to Friday's sounds. In contrast to Susan and Foe, this narrator accepts Friday's language which is body and his power. Through these three readings of Friday, Foe seeks to represent the unrepresented as unrepresented. It presents not only the conditions of reading of absolute otherness but also the ethical responsibility toward the other, that is, listening to the silence of the other. Thus Foe turns into the interstitial space where a foe receives and responds to a friend and vice versa.

2

존 파울즈의 『프랑스 중위의 여자』에 나타난 실존주의 양상 - 사르트르의 인간존재론을 중심으로 -

최이문

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.33-55

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

John Fowles tried to clarify the moral and existential attitude toward the future by his combining a new style of writing novels (post-modernism) and his own conventional style. The main concern of Fowles's works is existentialism which is about modern people's subjective consciousness of themselves. The main characters of his early works tend to realize existential ideas, too. The main focus of his existentialism is trying to realize personal authenticity. Fowles insisted that one should choose the way of one's life and decide the reason of one's own being to achieve existential freedom. Thus, we can see that his existentialism is very similar to that of Sartre. Existentialism was the method whereby Fowles studied human freedom, his greatest concern. According to Sartre's theory, the human being has one trait that makes him different from things. That is the fact that the thing, being-in-itself, exists in the world with a certain purpose from the beginning but a human being, being-for-itself, exists with only a type of conscience and has no purpose for being. From this fact, Sartre could insist that “existence precedes essence.” That is, a human being exists before the human being with reason knows what he or she is, and what human nature is. Life corresponding to art is the main theme of Sartre's works and we can understand the reason why he tried to do it by understanding the traits of art. The key traits of art are uniqueness, self-satisfaction, and self-control. These traits of art are different from other things such as tools. One can see that those traits of art are linked to the concept of an existential human being. In existentialism or Sartre's theory of the human being, a human being is a unique being, different from a thing which has a particular purpose for use, and makes his or her value by selection for himself or herself. Also as the work of art is made out of the artist's creative act, so the human being can elevate his or her own value through creative behavior. In Fowles's novel, The French Lieutenant's Woman, the main character Sarah has tried to be free of everything binding her by throwing herself into Charles. When she met Charles again about two years later, she changed entirely into a free woman who had escaped her solitary situation. Although Sarah was involved in an avant-garde art group criticized by the society in the mid 19th century, she found the lofty goal of life in those artists' life and art there and felt happy on her own.

3

조지프 콘라드의 『로드 짐』 : 잃어버린 명예의 회복

한영식, 박찬현

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.57-73

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This study is to examine Charlie Marlow's process in Conrad's novel, Lord Jim. This study valued highly on Marlow's belief in Jim's honor and royalty in Lord Jim. Jim is a character who jumps, falls and descends, but takes a plunge out of a rigidly conventionalized and ordered way of life. He fights and wins for his lost honor. Steering is important to Marlow. Steering means only your hands firmly round the palpable facts, fixing your eye on the immediate task. If Jim had had his hands on a wheel it might have anchored him to his duty and honor. Accordingly, we can find that Marlow tends to believe that we can reconstruct a more confidential neighbour, more loyal society, and more amusing world by endeavoring to seek the romantic and spiritual concept of life. Eventually Marlow lays emphasis on one's responsibility, honor, fidelity, devotion, love in order to vitalize our transient living. With this belief, Marlow has performed the perfect function of an analyser and commentator. He is indeed the pure ego of Joseph Conrad. He reflects the author's feeling and ideals important enough to be held in the course of living. His advocation of the pursuit of the romantic and spiritual dream is really an avowal of an endeavor to make us fit best for the hazardous enterprise of living.

4

영어의 이중목적어 구문의 격 부여에 관하여

김관영

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.75-92

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

In the recent linguistic literature regarding Case assignment, the Nominate Case is assigned in a specifier -head relationship( between I and spec IP) and accusative (direct object) Case assignment takes place in a head-complement relationship (between V and its sister DP). Dative case (Indirect object), however, has no place to be assigned in this structural configuration. English Indirect object as a nonstructural case is licensed in connection with θ-marking. In this respect this study is aimed to argue that the nonstructural case is licensed at argument structure, vP-structure in terms of an initial level where θ-marking and nonstructural case licensing take place. This level is the first one prior to structural case licensing. It is also pointed out that dative case as indirect object is licensed only by light v heads.

5

동사구생략에 있어서 삭제와 이동

박정래

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.93-109

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This paper investigates the interaction between VP Ellipsis and Pseudo-gapping construction, as well as the previous approaches on Pseudo-gapping in English. There are mainly two approaches on Pseudo-gapping construction in English. They are VP Ellipsis approach and VP Movement one. Although each approach has merits and faults, after taking all the elliptical phenomena in English as the natural language into consideration, I argue that the VP Ellipsis approach is more persuasive than the VP Movement approach. It shows that Gapping and Pseudo-gapping in English can be explained coherently as PF ellipsis through strong feature-checking and that the problems derived from it can be solved by the eclectic approach. This applies to both verbal ellipsis and Across-The-Board movement. In addition, it shows that both Gapping and Pesudo-gapping can be explained unitedly by EPP and Multiple Spell-out. However, if there are basically syntactic differences between VP Ellipsis and Pseudo-gapping, it is arguable whether the elided form of VP comes from the result of VP Ellipsis or the phonologically empty VP Pro-form.

6

소위 영어의 전치사구 결과구문에 관하여

이생근

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.111-132

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This paper discusses the contrast between resultative constructions (e.g. Willy watered the plants flat) and goal PP constructions (e.g. The wise men followed the star out of Bethlehem), and demonstrates that the two types of constructions should be given distinct analyses. The crucial difference between these constructions is that resultative constructions express a change of state, whereas goal PP constructions express a change of location. Two possibilities can be suggested to account for the contrast: (i) the Direct Object Restriction(DOR), which defines that in English the resultative phrase is always predicated of the syntactic object, is not correct and a new account is needed for goal PP constructions; (ii) goal PP constructions are not genuine resultatives, and thus the DOR doesn't need to be applied to those. The former is supported by Rappaport Hovav and Levin's (2001) analyses, which abandon the DOR based on the claim that there are subject-oriented resultative phrases. In this paper, I argue for the latter.

7

협동학습 과정에서 나타난 학습자들의 수업경험

최은영

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.133-180

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

The aim of this study is to make an in-depth examination of learners' experiences during cooperative learning. To investigate this issue, qualitative research method was applied. Six learners, two each from high, mid, and low groups, were selected for an interview. In addition, students' reflection and teacher-researcher's observation were used. The results were as follows. In the emotional dimension, learners felt a reduced level of anxiety and isolation. They also felt much more comfortable and their self-esteem was elevated during cooperative learning. However, they were self-conscious and uncomfortable with the time limitation. They also had difficulty in interpersonal relationships with peers. In the motivational dimension, learners' preparation time for the class became longer, class attendance increased, and motivation was enhanced. In addition, learners had a positive attitude toward English and toward the teacher. However, they showed dissatisfaction with the quality of explanations offered by peers. In the cognitive dimension, learners showed longer retention of the materials learned. Also, it was reported that they learned more from explanations they gave to other peers. However, they were anxious about having the wrong answer as a result of their peers' unclear explanation. There were also some differences between high and low learners in the three dimensions. The findings of this study suggest that cooperative learning has more positive effects in the cognitive, emotional and motivational dimensions than traditional instruction. Also, learners' experiences and perceptions of their experiences during cooperative learning can be understood in depth.

8

Author, Audience, and Autobiography : A Narratological Analysis of Philip Caputo's A Rumor of War

Jungsik Park

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.181-190

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

In this article, I argue that although the concept of “author” has been extremely troubled and difficult to sustain in some areas of reading, the Barthesian argument more often obscures than clarifies in other areas of communication and particularly so in autobiographical genres. As a subject to be discussed, I choose Philip Caputo's A Rumor of War, where the concept of author becomes illustrative in understanding the arguably distinctive structure of autobiography in terms of, first, narrative levels and, secondly, the pragmatic relationship between textual and paratextual properties.

9

Anti-Semitism and the Racial Triangle in the Prioress's Tale : European Self, Asian Other, and Jewish Abject

Kyeong-Kyu Im

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.191-206

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

This essay aims at probing for a proper interpretation and understanding of anti-Semitism that is prevalent in Chaucer's Prioress's Tale in Canterbury Tales. So far, many critics have tackled the question of anti-Semitism and Chaucer's problematic treatment of Jews by introducing modern critical theories. However, my argument is that their interpretations by and large remain unsatisfactory or incomplete, mainly because their interpretive tools were founded upon the binary opposition between European Christians and Jews. Instead of this binary logic, therefore, I complicate the racial relationship in Medieval Europe by placing “Asia” on the position of the other of European Christians. We then have more complex racial model or what I would call “racial triangle”: European Christians, Asian Muslims, and Jews. Although the word “Asye” is the very first concrete noun of the tale, critics have paid little attention to it, only regarding it no more than a literary device of setting and exoticizing the story and possibly neutralizing anti-Semitism. Yet the critical survey of the historical development of Marian legends illuminates that Asia is not merely a setting for the story, but a primary signifier for an imaginary object of European desire for territorial expansion, or the absolute other against which European Christians identify themselves. The racial triangle is derived from Kristeva's psychoanalytic study on “abject.” By definition, “abject” is not an “object” or “the other” that exists outside the domain of the “subject.” It is part of the subject but something that must be purged out for the unity of identity - that is, the not-self within the self. In this model, Jews can be understood as part of European self but not quite. I conclude that anti-Semitism in the tale is a product of European Christians' historically overdetermined anxiety of the other (Asian Muslim) - that is, they attempt to master their fear of the other by abjecting Jews.

10

Learning and Unlearning in Terms of Homing and Becoming In Linda Hogan's Power and Solar Storms

Heejung Cha

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.207-222

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

본 논문에서는 아메리칸 인디언 여성작가 린다 호건의 소설 󰡔힘󰡕과 󰡔태양폭풍󰡕에 나타난 딸-화자들의 귀향과 성장과정에 중요한 영향을 끼치는 학습과 탈학습의 과정을 살펴보고자 한다. 이 소설들은 아메리칸 인디언으로서의 정체성, 자아발전, 자아실현을 위해서는, 딸-화자들이 백인중심의 현대교육제도에서 학습된 사고, 가치관에서 탈피하여야하며, 왜곡된 인디언 역사, 경시된 환경 친화적인 문화, 전통가치관의 학습의 필요성을 보여주고 있다. 더 나아가서, 에코 페미니즘적 시각에서, 남녀관계뿐만 아니라, 인간(문화)과 동물(자연)의 관계에서도 당연시 여겨지는 배타적, 위계적 관계에 의문을 제시하면서, 그러한 불평등 관계의 밑바탕이 되는 문화적, 인종적, 성적, 생태학적 경계선을 허물고자하는 노력을 보여준다. 또한, 지구의 심각한 피폐화와 인간의 삶, 특히 아메리카 인디언들의 자연친화적 삶의 위기를 가져온 인간중심의 서구문명화와 개발을 비판하고 있다. 결론적으로, 역사적 사건, 신화, 전래설화를 바탕으로 한 딸-화자들의 귀향과 성장소설을 통하여, 호건은 아메리칸 인디언들의 삶과 묻혀버린 역사를 재조명하고, 환경정의(environmental justice)의 당위성과 실현을 위하여 건전한 관계 정립의 필요성을 피력하고 있다.

11

How to Teach Writing in English : A Case Study

Chun-Gab Kim

21세기영어영문학회 영어영문학21 제20권 1호 2007.06 pp.223-252

※ 원문제공기관과의 협약에 따라 모든 이용자에게 무료로 제공됩니다.

한국에서 학생들에게 영어작문을 가르치려면, 그 학생들이 먼저 어느 정도의 영어능력을 가지고 있어야한다. 그렇지 않으면 체계적인 영어작문 교육을 통해 영어작문 능력을 향상시키려는 노력이 실패할 가능성이 높다. 따라서 영어 작문을 배우려는 학생들에게는 어느 정도의 영어능력이 필수적이다. 특정언어를 습득하려면 언어학습자가 필히 의사소통을 목적으로 읽고, 쓰고, 말하고 들어야한다. 왜냐하면 오직 의사소통만이 언어기능(the language faculty)/언어습득장치(LAD)가 적절하게 작동되도록 해주기 때문이다. 언어습득과정이 진행되려면 목포언어로 이루어지는 충분한 의사소통활동이 빈번하게 그리고 정기적으로 이루어져야만 한다. 언어학습자가 목포언어 자료에 충분히 노출되어야만 언어기능이 주어진 언어환경에서 그 언어가 의사소통을 위해 필수적인 언어로 인식하게 할 수 있다. 언어학습자가 목포언어의 구어텍스트나 문어텍스트에 매력을 느끼도록 하기 위해서는 그 텍스트들이 반드시 흥미롭고 좋은 이야기를 포함하고 있어야 한다. 또한 목표언어를 의사소통언어로 강화시키기 위해서는 학습자는 날마다 또는 일주일에 적어도 세 번씩 계속 목표언어로 일기를 쓰는 것이 좋다. 언어생성과 음성적인 말의 생성과 이해, 통사적 기능을 담당하는 브로카영역을 활성화시키기 위해서 가능한 많은 구어텍스트를 이용해야 한다. 외국어/제2언어 학습상황에서 어휘증진은 목포언어의 이해를 향상시킴과 더불어 표현과 구조에 대한 구사력을 더 크게 해주기 때문에 더 강조되어야 한다. 작문의 과정에 관한 명시적 교육이 학생들이 목표언어로 작문을 하는 법을 쉽게 배울 있도록 하는 데 필수적이다. 글쓰기 이전단계(prewriting)에서 필자의 역할, 독자, 주제, 글의 목적, 구성패턴/범주, 핵심주제를 파악하고, 개념지도(concept/idea map)와 개념목록(idea list)을 작성하는 법을 연습해야 한다. 초고작성 단계(drafting)에서 주개념 구성, 세부내용 전개, 독자에게 적절한 언어 사용, 독자의 관심을 붙잡을 수 있는 도입부 쓰기, 본론과 결론 쓰기, 구성패턴에 따라 주제와 관련된 입증 자료, 접속어/전환어(unifiers/transitions) 사용에 관해서 충분히 숙지하고 연습해야 한다. 수정단계(revising)에서 필자의 목소리, 독자, 목적, 주제(thesis), 증명, 취지, 접속사/전이어, 적절한 낱말선택, 다양한 문장구조, 문법성, 용례, 글쓰기규칙을 숙지하고 완성된 글을 구성할 수 있도록 연습해야 한다. 편집단계(editing)에서 문단나누기, 문법, 용례, 구두법, 철자, 대문자, 낱말선택에 관해서 점검 및 숙고하면서 글의 완성도를 높여야 한다. 출판/제출단계(publishing/submitting)에서는 완성된 글을 작문교육프로그램이나 가르치는 교사에게 제출하여 채점한 결과나 피드백을 받아야 한다. 최종 본을 큰 소리로 읽거나 출판하기 학습공동체 신문에 출판하는 교육적으로 더 효과가 있다. 학생이 작문을 다 했을 때, 작문에 대한 즉각적인 피드백과 채점이 글의 질을 향상시키려는 필자의 열정이 줄어들지 않도록 하기 위해 필수적이다. 하지만 글에 대한 교사의 부주적인 논평도 경우에 따라서 필요하다. 그러나 MyACCESS라는 온라인 글쓰기 평가도구를 사용하면 글쓰기를 가르치는 데 있어서 교사의 부담은 급격하게 줄어든다. 그러므로 교사는 글쓰기를 가르칠 때 정말로 중요한 것에 집중할 수 있다. 더 나아가 글쓰기 교수 프로그램이 글에 대한 즉각적인 피드백과 채점이라는 대부분의 부담을 담당해주기 때문에 교사는 더 자주 글쓰기 과제를 제시할 수 있다. 교사의 피드백을 기다리거나 또는 어떤 지체도 없이 각각의 주어진 주제에 관해서 더 자주 글을 쓰고 편집하면서 각 학생은 글쓰기 능력을 향상시키기 위한 동기를 가질 수 있다.

 
페이지 저장