Earticle

This paper aims to distinguish synecdoche from metonymy. For this purpose, the previous studies of metonymy and synecdoche were reviewed. Also, the problems of the previous studies were discussed. This paper, revising the definition of metonymy and synecdoche that Seto defined, proposes the definition of them: metonymy is a referential transfer phenomenon based on the contiguity between entities or categories, while synecdoche is a referential transfer phenomenon based on the inclusion between part and whole within a single entity or category. Also, this paper proposes the distinction between metonymy and synecdoche as the following figure shows. metonymysynecdochenature of relationshipcontiguityinclusion function of relationshipreferential transfer between entities or categories referential transfer between part and whole within a single entity or category Thus defined and distinguished, synecdoche is not a mere subtype of metonymy but an independent trope.

The purpose of the present study is to investigate which instruction is effective in helping Korean EFL learners acquire English relative clause constructions, the word order of which they have difficulty in acquiring because English is a head initial language, but Korean is a head final language. Input enhancement alone was not effective in the acquisition of the relative clause constructions. When input enhancement was combined with explicit explanation based on word order, which has grammatical function in English, an effectiveness in both the comprehension and literal production of the target constructions was demonstrated. Production practice showed an effectiveness in not only the literal production but oral production of the constructions. The learners who received focus-on-form instruction in English relative clause constructions which combines input enhancement, explicit explanation based on word order and production practice showed statistically significant improvement in the ability to comprehend them and to produce them literally and orally. On the basis of the results, an effective method of teaching them was suggested. This includes improvisation, recognition, rehearsal, exploration and consolidation.

The purpose of this paper is to review Chomsky’s (1998, 1999) multiple agree, looking for problems and suggesting solutions. When there are defective probes, the goal cannot delete its uninterpretable feature and it continues to be active until it searches for the probe of complete ϕ-feature. So when a multiple agree happens, more and more pairs of agree can be generated, and Defective Intervention Constraint does not apply to multiple agree by means of the Maximization Principle. Defective Intervention Constraint seems to contradict the Maximization Principle. To get rid of Chomsky’s problems, I’d like to suggest Multiple Agree Principle as follows. (1) Multiple Agree Principle Multiple Agree must apply to all the defective probes and goals between a complete probe and a complete goal in a single simultaneously derivational operation. If we apply multiple agree like this, we can solve Chomsky’s (1998, 1999) problems. Because a multiple agree applies to all the defective probes and goals simultaneously, there is no chance for the intervening defective probes and goals to be inactive beforehand. And we can keep the Maximization Principle because a defective probe and goal can get an agree with a complete probe and a complete goal at the same time. The number of agreed pairs can be decreased because the multiple agree applies in a single operation.

The literature produced by Buchi Emecheta over the past quarter of a century is powerful, subtle, and ultimately hopeful without idealistic naivete. Those critics who have come to Emecheta looking for a Western-style feminist or a staunch African traditionalist have found the subtlety of her texts easily ignored, and the texts themselves, easily appropriated. They have done themselves and Emecheta’s works a great disservice by reading their own ideological positions into the texts, which are dialogic and heteroglossic in the extreme. It is neither necessary nor advisable to read Emecheta’s novels as straightforward tracts expounding upon the Position of the Author. By focusing on the dialogic richness and the aspects which reveal potential utopian energies, with the help of M. M. Bakhtin and Fredric Jameson, one can find much more of worth to say about these novels than a simple, finalizing statement of “What They Mean.” In fact, the dialogic relationship is far more complex, interesting, and productive than many unfortunate critics have allowed themselves to realize. Out of the interactions between the potentials of genuine cultural exchange and the horrors of imperial domination of African minds and bodies, Emecheta develops her own uniquely complex and cautious interrogation of the excesses of Western modernism and outdated traditional practices alike.

This is a study of A History of the World in 10½ Chapters by Julian Barnes focused on a history and fiction. He presented a recapitulation theory of history that has been continued since the dawn of history. The motive has been continued since Noah had animals on the Ark to avoid the Deluge, having distinguished them into clean animals and dirty ones. In addition, he showed a process in which Gericault depicted a shipwreck into a painting and that he chose historic events for his art. Barnes suggested, through Gericault’s work process, that historians also select historical events based on their needs. Selection of historical records by a historian means that history moves on subjectively and relatively, not objectively. Barnes admitted that history is a fiction that dramatizes facts and makes various attempts to find reality in this complexity. Although history does not show purely objective facts, he did not despair but emphasized love as an alternative. He emphasized that only love can restore the sad history of mankind that is shown through the recapitulation theory of history.

This paper aims to analyze the English consonant /r/ and to show how to effectively teach it in the classroom. After describing the articulatory and acoustic features of /r/ and analyzing /r/ in General American and Received Pronunciation, this study suggests a communicative approach to teaching the pronunciation of /r/. The communicative framework to teaching pronunciation in this paper presents two types of communicative activities, accuracy-focussed activities and fluency-focussed activities. The former focus on the accurate production of /r/ in individual words and sentences using minimal pair drills, question and answer techniques and games. The latter focus on some communicative activities such as role play, rhyming and songs to teach /r/ communicatively in the classroom.

This paper aims at analyzing postmodern narrative methods of metafiction and sci-fi in Slaughterhouse-Five, and ways of delivering and supporting the messages of the writer. Kurt Vonnegut adopts narrative methods of metafiction and sci-fi in his works. While metafiction helps people overcome their identity crisis in a rapidly developing modern society, sci-fi helps people look back on themselves and refocus on current situations when Realism and Modernism are no longer accounted for modern phenomena. Vonnegut deals with two crucial problems associated with novel writing and delivering his message in Slaughterhouse-Five by using techniques of metafiction and sci-fi. Those two postmodern techniques can be a way of describing an inhumane incident and making people look back on the absurdity of history and their society through fabrication and illusion, making them face and overcome the reality. In conclusion, postmodern narrative methods such as metafiction and sci-fi are good ways of describing the absurdity of our culture and society and are able to effectively deliver the message of humanity, reinforcing the message.

The purpose of this paper is to examine the theme of W. B. Yeats’s Death of Cuchulain. Cuchualin had a more enduring influence on the poetry and plays of Yeats than any other Irish mythological subject. He was a symbol of the Irish Renaissance, an incarnation of all heroic ideals, and a kind of persona for the poet's own soul. Yeats’s most immediate source for his Cuchulain plays was Lady Gregory’s Cuchulain of Muirthemne, but he significantly altered the source to serve his purposes. In this paper, four major alterations in the source are traced, and the playwright’s ideas of the transformation are examined. Yeats’s alterations of the source make Yeats’s Cuchulain’s death less splendiferous than those of most epic heroes. By recognizing Emer’s vital role in his salvation at Baile’s Strand, by declining to kill Eithne Inguba, and by refusing to curse or plead with Aoife or the Blind Man, Cuchulain bypasses the hatreds and rashness that dragged Yeats’s earlier protagonists into purgatory. Although Cuchulain’s death ends the age of heroes, he dies bereft of hatred or trepidation. By changing his source, Yeats has made ‘forgiveness, mercy, unselfishness, and transcendence of the fear of death’, not martial feat nor victory nor revenge, his final virtue. To the dying Cuchulain, Yeats delegates the ultimate honor of proving that through forgiveness we may bypass both monomania in life and the ‘Dreaming-Back’ after life.

In approaching writers, we study them in two ways. One criterion is their themes and the other one is their techniques. This is also applicable to Hemingway. To understand Hemingway’s literature, we must analyze his works with an intensive investigation into main characters. An analysis of main characters cannot be made separately and Hemingway’s literature must be understood as a whole. In his works, Hemingway’s characters mainly consist of heroes, not heroines. He expresses his feelings and thougts through heroes. Thus, this essay analyzes heroes only. Hemingway’s Nick Adams awakes to the realities of life and social environment by going through violence, death, evil and pain. In many different works, the young Nick Adams opens his eyes to see violence and hardships. As he grows into a young man, he begins to confront those evils and difficulties. Jake Barns in The Sun Also Rises and Frederick Henry in A Farewell to Arms are not only very important characters, but they also share unmistakable similarities with Hemingway. Hemingway believed that through True at First Light, he came to a most important turning point in his literature. In Africa, Hemingway stated that things turned out naked in the morning and they turned out hidden in the afternoon. Nick Adams was strong and loved trout fishing. Santiago loved to fish in the ocean for marlin. This is a symbolic relationship between Nick Adams and Santiago. In Nick Adams’ times, his name had often changed and this shows us his various experiences in life. Nick Adams enriches his experience, sees life differently and develops into the undefeated Santiago.

The purpose of this paper is to claim that there is little reason to think that control is a special phenomenon of movement. The approaches advocated by Hornstein(1999, 2001) and Chomsky(2000, 2001) have a certain appeal, but they are not without serious problems. Hornstein’s movement analysis of control constructions overgenerates ungrammatical sentences and has theory-internal problems. His “control as movement” approach presents no obvious way to block the incorrect outputs of control. Chomsky’s analysis of control structure as a consequence of the syntactic operation “Agree” also has some conceptual problems based on the movement analysis of PRO, which assumes that after PRO agrees with control T, PRO moves to the Spec of TP to meet the Extended Projection Principle (EPP) and then PRO is assigned with the null Case. The argument against the PRO-movement analyses is based on the empirical evidence from the behavior of floating quantifier all (Baltin(1995)), and conceptual consideration that the EPP is a phonological requirement (Lasnik(1999)). They are discussed to show the evidence that PRO does not move to the subject position of control T which does not allow the EPP-feature unlike other finite clauses and that PRO agrees in the base-generated position in order for its derivation to be converged.

The major goal of this study is to suggest some possible classroom activities for Korean primary school teachers of English in both pre-service and in-service programs in order to enhance their students’ English proficiency levels. The underlying assumption and belief of this article for foreign language classroom activities is that language is a part of culture, that understanding cultural connotations in the target language is a crucial factor required for successful cross-cultural communication, and that such understanding can be best achieved through sufficient exposure to the target language culture, involving optimal interactions with native speakers. The classroom activities suggested in this article are: 1) watching video: soap opera, 2) internet surfing, 3) book reading, 4) having a native speaker’s lecture, and 5) sharing one’s travel experiences in the target language culture. With regards to these activities, this study suggests very detailed effective instructional techniques and materials to use in teaching cultural connotations found in the target language, providing some examples for Korean teachers of English in the use of authentic materials in their English classrooms, which have been designed for native speakers in real situations.

This paper explores the current trends in the popularity of youth fantasy books, expecially Joan K. Rowling’s Harry Potter series (1997) and seeks to investigate the educational implication of the images reflected in the children’s fantasy books. Fantasy should be understood as a medium of illuminating another level of interpretation to understand its appeal and popularity to children. This paper seeks the reason why fantasy books capture children’s attention with wild enthusiasm in Korea and what themes have attracted them. Fantasy can empower children. By reading fantasy literature, children meet the heroes of the story and can identify with them in the heroic quest of the story. Fantasy may help children as readers to deal with issues of suppression and subordination and provide them with the liberated area from the authority and supervision of school and adults. Such subversion of power may be a factor that is drawing children to the Potter series. In the literary world of fantasy, children can exercise their own power over their lives without adults’ interference. On the journey, children join the hero’s adventure as an educational experience in self-knowledge and self-realization.

Despite the material richness and comfort brought by science, which appears as a New God, modern man has lost not only his faith and sense of belonging, which once were the concomitants of his primitive oneness, but also his true self and identity. One of the most important themes in Eugene O’Neill’s plays is a problem of “identity.” His characters, through the struggle against “Force behind,” which means “fate,” try to achieve the pursuit of identity to overcome their alienation and frustration in their lives. We can find our true self and identity by the struggle against “fate” as well as the acceptance of the absurdity of the human condition. This paper studied The Hairy Ape and All God’s Chillun Got Wings by O’Neill. Yank of the former finds his true self and identity through his death in a gorilla cage while Jim of the latter, through his failure of a lawyer examination and the sacrifice of Congo mask.

Research on language anxiety to date has centered on the association between anxiety and the oral aspects of language use. Little is known about the relationship between anxiety and reading which plays a substantial role in a foreign/second language curriculum. This paper reports on a study that explored the complex nature of reading anxiety of an advanced-level ESL student. The study revealed that the advanced- level ESL student experienced anxiety when reading in L2 while he did not express general language learning anxiety in a classroom. The student expressed more anxiety in reading comprehension processes than in word decoding processes. His reading anxiety was caused fundamentally by a lack of self-confidence in his L2 reading ability as well as a limited reading time and such factors as the text itself, unfamiliarity of text topics, text lengths, difficult vocabulary, and complicated sentence structures. In order to reduce the levels of reading anxiety, he employed specific reading behaviors such as underlining and taking notes and strategies of skimming, scanning, and re-reading. The findings suggest that L2 reading anxiety may exist as a phenomenon distinguishable from general language learning anxiety for advanced-level ESL students.

Throughout his career Blake develops the theme of marriage in various ways. He is profoundly interested in re-visioning and re-presenting the male-female relationship as is acknowledged by virtually every commentator on his work. Especially in the radical literature of the late eighteenth and early nineteenth centuries, the proper individual roles, and the social function of marriage were recurrent themes. That is to say, at issue were the real effects of contemporary expectations about gender roles and marriage functioning as a stabilizing or destabilizing force in society. It was within this context that Blake was waging mental war. Blake was not searching at this point for any happy bonding of the sexes as the more realist philosophers or social ameliorists of his day were doing. He was searching for new formulations for reimagined social relations that would incorporate both the new figurations of male-female relationships that he was working out and the new visions of possibility for a newly imagined social world that would create a new version of heaven and hell in England. Conclusively speaking, Blake initiates a new way of looking at and thinking about gender roles and a revolutionized social community, ‘New Jerusalem’ or a democratic world in which variety and individuality of all individuals coexists in harmony.