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The most distinct features in John Steinbeck's literature are the spirit of search for the real meaning of life and self-discovery in the midst of the endless change and the spirit of resistance against the injustice and contradictions in the human being and society. In Travels with Charley, Steinbeck tries to analyze his self, society and nation with the viewpoints of paradox and satire and the mixed feelings of hate and love, maintaining the attitude of a pilgrim to the hidden places of America, the monster of violence, restless longing for the further land, self-destruction, mysteries and dreams. The dualistic nature of the human being as the incarnation of evil and holiness is represented well in his masterpiece, East of Eden, which deals with the three generations of two families, especially the sins of the monster-like woman, Cathy, the enmity and rivalry between brothers, Adam and Charles in the second generation, Aron and Cal in the third generation. Steinbeck's deterministic naturalist view of life is compensated by his positive evaluation of forgiveness, compromise and accommodation of two well-rounded persons, Samuel Hamilton and Lee. Lee, the Chinese man who brought up Aron and Cal with faithful service, lets Adam say "Timshel" to Cal, a Hebrew word, meaning the possibilities of choice and freedom and opens the possible way to uniting Cal and Abra for another generation with his philosophy of proportion and rebirth. A Journal of a Novel is a kind of confession about his process of creating East of Eden, revealing his own conflicts about the good and bad sides of human existence, especially the nature of Cathy. Of Mice and Man is another novel about the wandering farmers like Grapes of Wrath, dealing with an innocent but immature man's killing of a sinful woman, while Grapes of Wrath portraits the protagonists' resistance against inhuman systems of capitalism and their awareness of the common people's solidarity, universal cosmopolitanism and social revolution. The Winter of our Discontent, a novel of existentialism, analyzes a middle aged man's psychological crises caused by economic and emotional difficulties, frustration, anger, illusion and discontent. Ethan Hawley, very intelligent and self-reflective, tries to commit a suicide, deluded by his own tricks to survive and disillusioned by the family problems but is saved miraculously at the last moment by the light of a yoni, his daughter's favorite talisman. We can see the author's sense of the mystery in human life. In America and Americans, Steinbeck attempts a self-criticism of the American way of life with the viewpoint of paradox and satire, searching for the integral identity of America in the tradition of the transcendental spirit of Thoreau and Emerson, the pragmatic spirit of Whitman and Melville's literary spirit of the human challenge to civilization.

In Shakespeare's Troilus and Cressida, all the time is the present, since the world the play depicts is in the process of fragmentation. In the world of discontinuous time, all the action is iterative, and no historical memory is allowed to the people. What is done in the present is only meaningful. Time in this play is self-consuming like an adder with its tail in its mouth. This devouring time, with its spots of moments, allows no history to a person and hence no stable identity to speak of. A kind of stylistic "hara-kiri" is the proper way to express this world of discontinuity, dissonance, and relativity. Since all the characters are imprisoned in the present and have no historical wisdom to esteem themselves by, self-knowledge, if any, is only possible in partiality at best. Valuation is subjective and relative in this dramatic world where no common measure is allowed to exist, and where everybody sees things in his own perspective, with no feeling of human kindness. Shakespeare gives an expression to this common tradition of Renaissance scepticism in the dialogue between Ulysses and Archilles on the difficulty and partiality of self-knowledge in terms of mirror-reflection and visibility. Here value is but what is opined and imposed by the concerning situation. Value is like an airy fame that fritters away in the next moment. The debate in the play on value whether it is inherent in the object, or only subjectively possible is itself made insignificant when we see through the ironic fact that all the debaters are biased by self-interest and eye-blinded by the "green-eyed monster." In experimenting with this world of transitoriness and fragmentation, Shakespeare is in a dilemma. While he is proud of himself rewriting the Troy legend in his own present interest and viewpoint, appropriating all the achievements of his literary predecessors, he is at once anxious about of being overrun and trodden down, in his turn, by the following upstarts. This anxiety makes him sceptical about literary representation. If representation stands up for the presentation of something absent in the present, the ever-present presence is only visibly meaningful because the present eyes see only the present objects. These problematics of discontinuous time, relative value, and self-negating representation make this play one of the most experimental both dramatically and metaphysically in the whole Shakespearean canon.

It seems to me that the most important reason Yeats was not recognized as a great Irish writer by modern Irish people and critics, was that he was an Anglo-Irish writer. Therefore, the main purpose of this thesis is to revaluate him as an Irish writer from the viewpoint of post-colonialism by examining the question of Yeats’ status in Irish literary tradition and to research how the question of Irish identity has had an effect on him. To achieve this purpose, this paper investigates the difference between Ireland and Britain in the definition of Anglo-Irish literary tradition, the question of Irish literary scope, the relationship between Yeats and Irish literary tradition, and the discussion of relating the Irish Literary Renaissance to the question of Anglo-Irish identity. It has also suggested that Yeats’ definition of Irishness is very different from that of the Gaelic and Celtic revivalists and that his argument that ‘nationhood’ is determined, not by his native place․religion․language․culture, but by the force of his own will of the nation where he wants to live in. Conclusively, this thesis has suggested that we should regard Yeats not as an English writer, but as an Irish writer who made a significant contribution to Irish literary tradition and national literature, if we accept the fact that Irish literature was any literature written by a person of Irish birth or a person born elsewhere who chooses to live in Ireland, identify himself with Ireland, and write in an Irish context.

James Joyce was known to be fascinated by the language of popular literature. His exposure to popular writing was extensive according to his letters. Joyce presents characters who are seduced and even shaped by the language around them. The consciousness of female characters in Ulysses and Dubliners has resonance of popular literature like novelettes, fairy tales, operas, lyrical poems, and pop songs. Gerty and Eveline look captives of surrounding discourses. Gerty could be regarded as grown-up Eveline after she refuses Frank's proposal of marriage. They are related intertextually to each other in that they have the same dream to get away from the family life with violent fathers. Romantic marriage is the picture of the Victorian happiness which strengthens the ideology of patriarchism. Gerty and Eveline long for marriage in vain. Gerty imagines Bloom is widowed or divorced, but that turns to be a false conjecture. Eveline selects one scenario for her own future and decides not to get involved in the marriage life. The scenario might be grounded on one of the novels she reads. A girl is subject to the tragic life if she is discarded after being sexually abused by a rogue in a story. And their futures are overshadowed by the ominous voices of their dead mothers. We hear the competing voices struggling to get the status of authority in the narrative. Narrative contains counter-narratives oriented to the opposite side. Polyphony of voices of opposition are inserted at odd angles to the major debates. Prevailing ideologies embodied in popular discourses over marriage and sexuality are subverted through Joyce's parody.

The purpose of this paper is at first to point out that the phonetic transcription systems employed in the English-Korean dictionaries and the English textbooks used in schools in Korea have problems hindering the Korean students from learning correct English pronunciation, and then to present solutions to those problems. The current phonetic transcription systems used in English- Korean dictionaries and school textbooks in Korea often fail to accommodate substantial difference in phonetic details of similar sounds. The systems also lose consistency in transcribing sounds of the same kind and thus cause confusion. In addition, pronunciations in normal speech are not carried, and the textbooks usually introduce only one so-called standard pronunciation. The solutions this study suggests to these problems include the following: 1) to give genuine phonetic differences of similar sounds for better recognition and production of them, Tense vs. Lax distinction for phonemically different vowels, Flapping of /t/ and /d/, Dark vs. Light distinction for /l/, and Aspiration of stops especially after /s/ should be marked, 2) /y/ and /w/ should be used for glide portion of a vowel for a more logical way of transcribing monophthongs, diphthongs, and glides in consistency, 3) insertion and deletion should be reflected to show pronunciations in normal speech, and 4) plural allowable varieties with phonemic free variants should be covered.

영어의 4가지 기능 중 쓰기는 말하기 기능에 대한 상대적 강조로 인해 SLA에서 소홀히 여겨져 왔던 연구분야이다. 하지만 근래에 들어서 영어로 읽고 써야 하는 영어 학습자들의 욕구에 대한 이해가 커지면서 쓰기 교육에 대한 관심이 커져가고 있다. 그러나 한국의 영어교육 현장에서의 쓰기 교육은 여전히 제자리걸음을 하고 있고 아직도 문장 수준에서의 문법적 오류를 수정하는 선에 머무르고 있으며 문장을 넘어선 담화론적 수준에서의 문제점들은 거론되고 있지 않다. ESL writing 수업을 하는 원어민 교사들은 종종 ESL 학생들이 작문을 할 때 작문 구성을 그들이 모국어 작문에서 배운 방식대로 구성을 한다고 말하고 있다. 이러한 작문 구성에 있어서의 모국어 전이는 개인적인 것이 아니며 외국어 학습자의 모국어의 수사적 전통(rhetorical conventions)을 반영하는 것이라고 한다. 이와 같이 모국어와 제 2언어의 작문을 비교 분석하여 ESL/EFL학습자들이 작문을 하면서 경험하게 되는 문제점 등을 파악하고 이를 학습자의 모국어의 수사학과 관련하여 설명하려는 분야를 대조 수사학(Contrastive rhetoric)이라 한다. 본 연구에서는 최근 다시 조명되고 있는 대조 수사학의 발전과정을 영어 작문교육의 변천사 속에서 살펴본 후 한국어에 대한 선행 대조 수사학적 연구들을 살펴본 후에 대조 수사학을 영어교육에서 어떻게 활용해야 하는지에 대해 살펴보고자 한다.

This paper suggests that the innovative synchronous and asynchronous evaluation system for the Web-Based English Instruction in terms of a set of two modes : On-line Performance- Based Testing mode and CAT(Computer-Adaptive Testing) mode. This system is suitable for the varied multimedia evaluation environment because it provides various media functions. It is estimated that this system has a high degree of efficiency, and low degree of periodical cost and time constraint. Applying the system's various functions and interfacing, we can design and implement interactive electronic authentication for language testing. On-line Performance-Based Testing mode is designed to explore the applicability of computer technology to developing more valid measurement tools for the performance testing in cyberspace. This mode can be designed to include audio/video/chatting control to conduct group oral testing. The primary aim of this mode is to provide students with interactive testing environments to supplement authentic language use. CAT mode is designed to include an adaptive tool to construct on-line adaptive testing. In this mode, a student is free to take the test at any time within a specified time frame.