Earticle

In this paper, we have examined the binding behavior of two types of anaphoric forms. We have argued that the plural anaphoric forms and pro readily admit a bound variable interpretation, whereas singular anaphoric forms rarely do it. This phenomenon is mostly observed in some languages. The results observed in this paper confirm that there are specialized anaphoric forms corresponding to quantifiers. However, the real picture of the interpretive distinction between singular forms and plural forms is not that simple in light of English. Furthermore, our observation is only limited to some languages. Another observation made in this paper is the problem of complementary distribution, one of the empirical problems raised in the binding theory. We demonstrate that when anaphors and pronominals are not in complementary distribution, they are not identically interpreted. We have argued that it is justified by the requirement of the Semantic Competition Principle. However even so, we know nothing about what the syntactic condition of that phenomenon is. We will leave it for further research.

The present study investigates the effects of feedback on English as a foreign language (EFL) learners’ writing via two different modes of computer-related communication: peer-editing with a word processor and free discussion on an asynchronous web-based Bulletin Board (BB). The performance of two groups of EFL learners on the writing task was compared to answer to the following questions: 1) Is there any difference between peer editing by a word processor and free discussion on an asynchronous BB in participants’ writing accuracy and writing fluency development? 2) How might asynchronous BB facilitate free discussion on the topic? The results showed that, in general, participants in both groups produced significantly longer essays with fewer errors when given feedback on their drafts. However, a measure of the error-free T-unit indicated that the only statistically significant change between the first and the revised draft was found in the free discussion group by BB. These results may suggest that first, L2 writers who have been exposed to fairly intensive L2 writing experiences may more effectively improve their writing proficiency through indirect ways, such as free discussion, elaboration, and listening to others’ perspective. Secondly, web-based Bulletin Board discussion may facilitate L2 learners’ contextualized interactions, which can lead to reorganization, expansion and selfcorrection of their own writing.

Since Aristotle, in Poetics, distinguished poetry from painting and sculpture in compliance with their media respectively, most artists and critics have not seriously doubted his theory. However, many modernist poets produced avant-garde works of art in which the auditory and visual factors were presented simultaneously. In the early twentieth century, just as impressionist paintings or snapshots represented the instantaneous impression on the retina, Imagist poets represented instantaneous and static image with words; just as the futurist and analytic cubist painters reproduced temporal factors on the two-dimensional canvas, modern Vorticist poets represented kinetic and successive images, seen simultaneously, from the intense and inrushing perspective. They did not consider the world as a stable and static thing, but a dynamic and moving force. Thus, modernist poets tried to represent a pure construction which showed the modernity in the dynamic and kinetic movement. Since they perceived, understood and represented the world in a different way from the earlier poets had done, modernist poets tried to represent time and space beyond the limits of their media. Understanding this context would allow us to comprehend the significance of visualization of modern poetry.

From the perspective of phylogeny, the genre transition from ancient Greek myth to ancient Greek lyric shows us that it underwent a process of the formation of subject and that of individuation. This transition is such a rare historical event that we can examine Lacanian ontogeny. Homer’s epical world parallels “the imaginary,” that is, the mirror age in Lacanian psychology. The self-eroticism of “the real” in Lacan is compared to the collective soul or mind in the primitive age. This age of omnipotent thinking corresponds to Freud’s and Piaget’s infantile age. In this paper, first I will discuss the origination of gods and individualized souls in the primitive Greek age in comparison to “the real” in Lacan. Next, I will inquire the reason why the symbolic, which is the law of Father, occurred prior to the imaginary in phylogeny, and challenge the Lacanian ontogeny with a view based on Piaget’s child psychology. In Homeros’ epics, gods were the metaphor of the mind, and the limbs, composed of muscles and joints, were the metonymy of the body. Then, Lacan considers that body ego formed in the imaginary is subject to the Other’s desire. I will criticize this view through Piaget’s child psychology. Last, I will examine the formation of subject in ancient Greek lyrics in relation to Lacanian ethics. By doing so, I will show that the dialectic of subject, that is, the dialectic of alienation and separation can be found in Archilochos’ and Sappho’s lyrics, which sing the anguish of desire and the trauma of love.

In recent researches, it is argued that syntactic knowledge plays the most important part in L2 reading and that readers cannot apply reading strategies they have acquired in their L1 reading to L2 reading when their L2 competence is below a certain proficiency level. Therefore it is reasonable to say that giving EFL learners instruction in English constructions should be preceded in English reading teaching. The purpose of the present study is to suggest an effective way of teaching English constructions to improve English reading ability. On the basis of the fact that the English word order has grammatical function, it is proposed that English constructions should be taught on the basis of word order. That is, teaching English constructions through focus-on-form instruction targeting the arrangement of words should be given in English reading classes. In order to investigate whether the English reading teaching including instruction in English constructions through focus-on-form techniques is effective in improving English reading ability, an experiment was made. The results showed that the subjects of the experimental group who received instruction in English constructions through focus-on-form techniques improved themselves in English reading ability.

Since ancient times, nature as an object of projection has involved various interpretations and assumptions which have enabled nature to be endowed with diverse symbols and then to have a personal, social, and even theological correspondence with humans. This correspondence, in turn, has made people create various kinds of philosophy, literature, and tradition. The relation of literature to nature, therefore, has not consisted in the merely literary description of nature but in expressing changes in ideas, a criterion of value judgement, and national experience. This relation, therefore, is an essential means to understanding and criticism of society and politics. This aspect is, especially, important for understanding America and its people, who established and modified their identity within a comparatively brief historical period. In the early history of America, Puritanism, the philosophy of the Enlightenment, and Romanticism all made contributions in their own way to the formation of American culture and identity. In the progress of this formation, nature was an essential way of expressing the experiences of each period. This paper, therefore, aimed to describe a change of American views of nature and the correlation between this change and that of social and cultural attitudes through American poets of the early colonial periods to the late nineteenth century.

Trickster-like characters appear in a wide variety of written and visual media, and in recent decades a figure more or less directly linked to the traditional trickster has appeared repeatedly in works of postcolonial fiction. The present exploration of three West African novels is intended to illuminate the ways in which modern West African literature in particular and postcolonial writing in general. However, the presence of folk elements like the trickster in the postcolonial novel does not merely imply antagonism between cultural groups. The trickster contributes to these positive developments in some of the same paradoxical ways he plays a positive role in oral literature: his irrepressibly transgressive, destructive, self-destructive, and scandalous habits are both mediatory and funny. While each of the three tricksters in the novels studied here participate in all facets of the rebellion Gakwandi delineates, the Tortoise story in Achebe’s novel seems oriented mainly to “the exploitative colonial set-up”; Danda’s actions in Nwankwo’s novel bespeak skepticism about “the authoritarian hierarchy of traditional society” and “the commercialism” and religion “of the West”; and the beggar in Sembene’s Xala exposes mainly the injustice and corruption of neocolonial, Western influenced “commercialism” and the “philistine society of post-independence” Senegal.

The aim of this study is to identify the social satirical elements in The Crying of Lot 49 by Thomas Pynchon and Slaughterhouse-Five by Kurt Vonneut. In this paper we can identify results as follows : In The Crying of Lot 49, social satire lies in the criticism of closed society. Oedipa realizes that genuine communication stems from understanding of the “Other”. She refuses to adopt only the formal communication. Journey to Narcisos ironically means an escape from narcissism. We can say that Pynchon reminds us of chances of escape from narcissism by using the term “trystero” as social metaphor. The satire in Slaughterhouse-Five attacks the notion of war as glorious, noble and just through a mixture of fact and fantasy. Vonnegut shows to us that a historical construct which has been regarded as an absolute truth is in fact a kind of arbitrary construct distorted by bad illusions. Bad illusions force man to overlook the common humanity. Billy’s trip to Tralfamadore serves to see time and death from a different perspective and to give them a better view of bad illusions. Such inversion of values leads man away from compassion and conscience toward greed and self-centeredness. In Slaughterhouse-Five Vonneget is making a powerful satirical statement about the kind of social attitudes responsible for war and its atrocities. As a conclusion, it can be said that social satire is dominant in American postmodern novels as many postmodern writers demonstrate.

The purpose of this study is to suggest the current events on strategy using teaching to prepare an educational field in which learners participate in their learning actively and voluntarily by figuring out transition of the change in the use of learning strategies and in the cognitive domains and then the correlation between them, preceded by investigating the students’ learning strategies and guiding them to use adequate learning strategies using CD-ROM title. The results based on the above are as follows: First, the results of teaching the students English by making them using learning strategies showed that their use of learning strategies and their learning ability had improved gradually. Second, the students came to have interest and confidence in learning English by developing learning attitude on their own through a variety of learning strategies. Third, the results gave the students a chance to internalize their positive attitude towards learning with the use of affective strategies, such as cooperating and solving and the use of social strategies, and establish the relationship among peers as cooperators not as competitors.

This paper aims to investigate the pragmatic aspects of English politeness phenomena and principles which play an important role for successful communication. The communicative expressions of politeness in one speech society may differ from another speech society. Therefore, it can be an important factor for Korean English learners to understand and acquire the correct politeness expressions of the English language in communication. The purpose of this study is to explicate politeness expression by analyzing the structural characteristics and the strategies of English politeness. Communicative politeness can be judged relative to a particular context and cultural expectations. Koreans express politeness with sophisticated honorific systems according to many variables such as age, power and social familarity. The major feature of English politeness expression is the use of volitional strategy. The English politeness strategies for communication include positive politeness strategy, negative politeness strategy and off-record strategy. The linguistic devices of the negative politeness are important in English politeness. This study is not enough to explicate English politeness in communicative behavior. And so it is expected that further propound research will be done.

This paper is to suggest a desirable curriculum for the pre-service English teacher training at colleges of education in Korea. In order to meet the purpose of this study, we analyzed the undergraduate curriculums which were collected from 32 English education departments. In addition, we discussed the goals, the problems and the advisable methods of English teaching at secondary schools. Furthermore, we discussed the abilities required for English teachers and analyzed the English textbooks of junior and senior high schools. In the curriculum of the English education department which is suggested in this paper, 35% of all courses are allocated to English language skills, 21% to linguistics, 15% to literature, 6% to culture and 9% to practical English. The other 15% are allocated to English teaching principles and methods. The most necessary requirement of an English teacher is English proficiency, so this paper emphasizes the practice of the four skills of language. The subjects on language skills are recommended to integrate the receptive skills and productive ones such as ‘Reading and Writing,’ Reading and Speaking, ‘Listening and Speaking’ and ‘Listening and Writing’. Finally, we hope that this paper contributes to the development of curriculum of pre-service English teacher training programs.

The 1920s were the time when the American engaged in testing the moral and social constraints until then complied with by the old norms of behavior. The black man was accepted as part, or an appropriate symbol of, nature rather than the ignoble or untouchable. Black writers took this situation to achieve their own ends, utilizing their own thoughts, attitudes, and ideas from the inside, that is, the black perspective. The poetic style of McKay was a very unusual one, different from that of contemporary black writers who at his time wrote with the commonly-shared view on literature: blackness. Parody was a way of addressing such a seemingly unbalanced style in his poetry as McKay was preparing to demonstrate that he would be acting like a non-black. His poetry was found very playful even though it looked very serious in socio-political issues. Blackness is thereby expressed in non-black form - the regular rhyming pattern just as seen in Shakespearean sonnets. Imitation of the Shakespearean sonnet characterizes some interactions, either derisive or serious, between the old and the new. His poetic style refers to “the cultural politics of parody” which helps contribute to the black parody of what McKay undoubtedly did hope for in different ways: traditional form and dictions with some interesting proletarian verse, and expressions of spiritual anguish in black beauty and white ugliness.

The purpose of this paper is to investigate the nature of automobile names manufactured in Korea. Noticing that most automobile names originate from a foreign language, our main focus will be on the linguistic analysis of automobile names with various origins. For this analysis, we have looked at changing automobile names through time. With the growth of car production, we notice the introduction of a range of different models from compact to full-sized cars. When considering their names, it is evident that the compact car tends to have a meaning of ‘youth, energy’ in essence, while the full size car tends to have a meaning of optimal innovation/novelty. By considering the linguistic nature of automobile names, we can reach a greater understanding of them. Phonetically, in most cases, they contain plosive sounds at the beginning of a syllable. And their names end with the phonetic sounds of [a] or [o] as often as not. It is also striking that automobile names get lengthened from compact to full-sized cars. Structurally, they consist of simple words or the combination of more than two words. From a morphological perspective, the prefixes indicating ‘a meaning of greatness or nobility’ are likely to be preferred as automobile names. This leads to the semantic fact that the semantically familiar words such as animal names, king-associated or optimal

Dramatic monologues appear in T. S. Eliot’s major poems. Eliot’s use of the dramatic monologues that are not always perfect in the Victorian poetic terms reflects his poetic or aesthetic ideals that poetry should represent a unified or immediate experience, that is, a unification of thought and feeling. Especially Eliot’s preference for the unconventional dramatic monologue forms, which contributes to the characterization of his poetic style as a modernist poetics, results in our critical debates about them. For example the critical difference in our approach to “The Love Song of J. Alfred Prufrock” between as a dramatic monologue and as an interior monologue derives from Eliot’s strategically ambiguous treatment of the forms. The ultimate poetic aim of Eliot’s ambiguous use of the dramatic forms lies in the ‘problematization’ of poetic subjects or lyrical selves to attack on the conventional concept of autonomous subjects. The ambiguous voices of unidentifiable poetic subjects or speakers in Eliot’s major poems reveal his modernist view of human subject, anticipating the postmodernist one. Paradoxically, the ambiguous voices of unidentifiable subjects that often appear in divided consciousness help to represent a unified experience in the poems. In short, Eliot’s use of the unconventional dramatic monologues suggests his modernist poetics which focuses on the idea of the aimlessly drifting human subjects who, nevertheless, do not give up seeking for the absolute truth or authority to refer to.

This paper attempts to analyze mechanized characters in The Complete Wild Body and Snooty Baronet by Wyndham Lewis the writer and painter. The concept of the puppets opposed to natures derives from Johann Wolfgang von Goethe. The puppets represent human beings subordinated to the outer forces of socio-political systems in the machine age. The First World War was the turning point of the modernist’s career. In The Complete Wild Body, a variety of puppets appears: acrobats literally similar to the puppets, an American businessman obsessed with absolute nationalism combined with capitalism, Father Francis constituted by the mass culture, and Ludo representative of a soldier’s body. In Snooty Baronet, Humph, an Anglo-Saxon disciplined body, is a site on which the contemporary social discourses operate. A manikin in a show window illustrates that the puppet is represented as a commodity in a capitalistic system. Lewis’s satire of the automata are based on Henri Bergson’s Laughter. The philosopher emphasizes laughter’s capacity to reveal and correct the absurdity of men-machines deprived of vital energy.

E-learning programs for English education are becoming increasingly common. In this study an attempt is made to develop a design model for e-learning English programs. The elements of e-learning and the models for the design of e-Learning programs were analyzed first. From the analysis, the key elements were chosen and criteria for different areas of the developing conceptual model were derived. There are five categories: needs analysis, content design, prototype development, evaluation, and feedback. These areas were subdivided into 24 elements for the design model and included the analysis of learners, the design of the interface, writing flowchart, piloting and achievement tests. These elements were examined to ensure objectivity by the meta-evaluation group. A design model with cyclical processes for e-learning English programs is proposed and explained. The design model developed in this study is not fully complete. Instead, it is merely an experimental model. To improve the design model, feedback from the implementation of e-learning English programs is necessary.

The theory of Prosodic Lexical Phonology (Booij & Rubach 1984, Booij 1992, Booij & Lieber 1993, Inkelas 1989, 1993) argues that there coexist morphological and prosodic structures in the lexicon and many phonological phenomena can be explained by simultaneous reference to both structures. The goal of this paper is to show further evidence for copresence of morphological and prosodic structures in the lexicon through the analysis of invisibility in English. In order to argue for copresence of prosodic and morphological structures in the lexicon for more explanatory account of invisibility, we have addressed the following questions; i) Does invisibility apply to only prosodic units? ii) Is invisibility relevant to only suprasegmental rules such as stress rules? iii) How can we explain invisibility that refers to particular morphological categories such as word-class? iv) Why is the whole prosodic unit not rendered invisible? Through the analysis of the above questions, we have shown the prosodic structure should be posited in the lexicon, along with morphological structure. In addition, we argued that invisibility turns off in prosodic word level universally.

Dowty(1979) describes the resultative construction as a kind of lexicalized compound verb, though one which typically appears as a discontinuous constituent. Many linguists note this relationship between the verbs and the result phrases of resultative constructions. In this paper, I show that the incompatibility of resultatives with the verbs of inherently directed motion(henceforth VIDM) results from the semantic relationship between the verbs and the resultatives. The first chapter deals with the incompatibility of resultatives with the VIDMs and points out that the VIDMs are not exceptional to the incompatibility. It can be found in other classes of unaccusative verbs. The third chapter shows that the constructions expressing a change of state and those expressing a change of location have conceptual, syntactic, semantic and aspectual similarity. Thus, the goal PPs of VIDMs are supposed to have the same status as the change-of-state result phrases. The fourth chapter describes the semantic constraint on the resultative constructions of directed motion verbs: the English resultative construction of directed motion verbs is acceptable to the extent that the result XP is specified or implied in the meanings of the verb. This constraint shows how tightly the verbs and the result phrases should be connected to lump together as one clause, called resultive clauses.

The traditional critics have attempted to codify ontologically objective, unchanging, formal literary conventions that remain fixed throughout history. On the other hand, other critics, like Marxist, Freudian, and historical critics, treat the literary text as part of a larger system of cultural change and development. Modern critics have noticed that literary text breaks generic rules; it cannot be reduced to a formula and does not fit precisely any specific generic category. The text is not a fixed one, but a field productive of meaning and ‘creative genres.’ Therefore, most modern critics have tried to disengage text from old notions of disciplinary and generic boundaries. As a consequence, their criticism finds interactions and intertextuality in and out of “literary” text and undergoes an unceasing process of deconstructing critical classification of dramatic genres as well as Shakespeare. This paper is designed to discuss how successful modern critical classification of dramatic genres in Shakespeare has been in improving upon Polonius’ cross-generic classification of plays in Hamlet (2.2) -- “tragical-comical-historical-pastoral; scene individable, or poem unlimited.”

The aim of this paper is to show that it would preferred to regard Old English as an asymmetric V2 language. There are several clear differences of syntactic phenomena between Old English main and subordinate clauses. In main clauses, the frequency of V2 word order type is higher than other types, and there are also remarkable changes between the early and late Old English periods. However, in Old English subordinate clauses, the frequency of V-final type is higher than other types and such a high frequency is kept throughout the Old English period.