Earticle

This paper is devoted to the semantic behavior of null pronouns and overt pronouns. As observed earlier, both overt pronouns and null pronouns in Korean can take split antecedents. Such a fact suggests that Korean has two types of pronouns allowing split antecedents. Likewise, English pronouns, Korean overt pronouns, and Korean null pronouns with respect to demonstrative uses exhibit the same property. As for BVA, however, null pronouns do not behave like overt pronouns. The former induces a bound variable interpretation, but the latter may not. When it comes to the indirect/ direct test, Korean null pronouns attribute a direct thought like English PRO, whereas Korean overt pronouns attribute an indirect thought of the sort associated with English pronouns. Another peculiar property of null pronouns and overt pronouns is observed within opaque contexts. In this case, only the former gives rise to a de re thought, a thought that the speaker has about himself. Korean overt pronouns and null pronouns can also be E-type. Nonetheless, E-type overt pronouns and null pronouns differ in their definiteness. Finally, Korean null pronouns show characteristics similar to one in English, whereas overt pronouns present characteristics similar to the definite pronoun it. In conclusion, these semantic differences between overt pronouns and null pronouns seem to suggest that a null pronoun is not the genuine null counterpart of an overt pronoun in Korean.

The purpose of the present study is to examine the effects of self- assessment on improving learners’ autonomy in English learning. Self- assessment was utilized in a 5th grade class of 36 students during the spring semester of 2004. To examine whether learners’ autonomy increased, a questionnaire was developed and administered before and after the experiment. To examine the effects of the increased autonomy on English language learning, two versions of Starters, the lowest level tests developed by Cambridge University Press, were administered before and after the experiment. A short and simple test was also given to students at the end of each unit. The test scores from different periods were compared to examine the effects of self-assessment. The main findings of this study were that self-assessment was a very useful tool for building autonomy and that teacher’s intervention was also needed for effective use of self-assessment, especially with children. However, this study failed to show that autonomy improvement is clearly correlated with improvement in achievement tests though weak evidence was found to support the relationship.

The aim of this study is to investigate the complimenting behaviors of Korean and American speakers. This study is to discover sociocultural norms of English and Korean language reflected in the speech acts of compliments and compliment responses. Written interviews and DCTs are conducted to elicit data for Korean and American speakers’ compliments and compliment responses. The results show that both Korean and American speakers compliment on the appearance and ability of the interlocutors. Interestingly, although 22% of Korean speakers showed compliments on the interlocutor’s character, no American speakers did. Also, according to the results, Korean speakers have a tendency to hesitate to accept interlocutors’ compliments and to give negative responses. Although Korean speakers have good intention, Korean speakers’ negative responses to Americans’ compliments can make the American interlocutors feel awkward. Therefore, EFL teachers need to develop various teaching materials for the speech act of complimenting and furthermore increase learners’ pragmatic competence.

It has been reported that quantified expressions are interpreted differently depending on the scope interaction of a quantifier and a wh-phrase. For example, a subject wh-question type like ‘Who pulled everyone?’ only allows an individual interpretation, whereas an object wh-question type like ‘Who did everyone pull?’ allows both pair-list and individual interpretations. Previous studies on the acquisition of wh/every scope interaction show that English-speaking children aged 5 incorrectly gave or accepted pair-list answers to subject wh-question types. Based on an elicited production task, this study explored whether Korean-speaking children know the meaning of wh/every interaction. The results showed that Korean-speaking children overgeneralized the individual answers for object wh-question types which allow both types of answers. In addition, the children gave answers containing only characters’ names to individual answer type questions, and gave answers containing only objects’ names to object wh-question types. Accordingly, it was concluded that although Korean-speaking children could not give perfect answers, they clearly distinguished between individual answer type questions and pair-list answer type questions. Therefore, the present study demonstrated that Korean-speaking children have knowledge of wh/every interaction at an early age.

In this paper we have delved into the compensatory lengthening in English history by means of Sympathy Theory(McCarthy 1999) subsumed with Richness of the Base(Smolensky 1993). In the case of CVC CL, triggered by the adjacent consonant deletion, we revise the early Optimality Theory (Smolensky 1993) and accept Sympathy Theory and moraic conservation within a syllable. The candidate, which satisfies faithfulness constraints, is selected as sympathetic, and its constraint, ♧MAX-μ O, is placed on the highest ranking. CVCV CL by the nonadjacent vowel deletion was caused by other phonological processes such as schwa deletion and metathesis. The moraic conservation within a foot is justified by Sympathy Theory and Richness of the Base.

When we discuss foreign language instruction in the classroom, it is of critical importance to articulate its context before the consideration of actual teaching methodologies. It is assumed in this study that three variables of learner, sociocultural environment, and instructor are the most important ones among those consisting of a foreign language classroom. Moreover, the study considers that, since it should be the learner who shapes the learning, the context should be understood from his or her own perspective. In this line of the understanding, 187 college students were questioned regarding their understanding of the context. The subjects were asked to answer 20 questions on the questionnaire which consists of four sections of English as a subject, learners themselves, sociocultural environment of English learning, and their instructors. The study showed mixed results. The subjects were well conscious of the importance of English and English learning in the society. However, English was not considered as a favorite subject. Further, the subjects responded that they were neither active in their participation in the learning process nor confident in the learning. The study disclosed that these results were closely related with other contextual variables such as learner, sociocultural environment, and instructor.

This study examines Koreans’ production of syntactically ambiguous English sentences with the scope of negation and focus adverbs. In the previous study done by Hirschberg and Avesani (1997) English speakers disambiguate scope of negation by varying the phrasing of the ambiguous sentence. Target utterances produced with wide scope rarely contain phrase boundaries, whereas those produced with narrow scope usually exhibit major or minor prosodic phrase boundaries in the middle of the utterances. In the production experiment we conducted to prepare for this paper, Korean subjects produced the same English utterances with prosodic boundaries in the middle of them for both wide and narrow scope contexts. The Korean subjects’ English competence made little difference in this case. In Hirschberg and Avesani’s study (1997) English speakers produce a focus adverb and the focused word with high pitch accents and deaccent all the other words within an utterance in a narrow focus context. In the case of broad focus context, namely, when a VP, not just a word, gets focused, English speakers produce high pitch accents for both the focus adverb and the whole VP. Korean subjects with good English competence produce the same English utterances like English speakers do, whereas Korean subjects with less English competence produce high pitch accents for most content words regardless of focus and information structure.

Language enforces a codification of the world according to orthodox categories and classifications, and the world comes to people already organized and structured through networks of visual clichés. The human face serves as a substance of expression for linguistic forms of expression, each speech act resonating with an accompanying facial expression. An abstract machine of signification and subjectification coordinates the interaction of linguistic signs and facial expressions. The face that combines the despotic regime and the passional regime is white wall-black hole system, which brings together a despotic wall of interconnected signifiers and passional black holes of subjective absorption. The abstract machine of faciality converts the face into a structuring grid that interacts with signs without resembling them. While despotic-passional encodings may be reinforced by producing facialized compositions, those encodings may also be undermined by deterritorializing the face and its extended facializations. Through the deterritorialization of the face what Deleuze seeks is the development of probe-heads, which corresponds to cosmic lines of flight that open territories to the outside. Also, this deterritorialization of the face is an active flight, a positive deterritorialization, a face’s becoming-other, and a probe head’s movement toward regions of the asignifying, the asubjective, and the faceless.

The purpose of this study is to evaluate and develop the curriculum for English Education Departments in Korean universities. Most curricula offered by English Education Departments in Korea were revised to meet the educational needs for prospective teachers in 1990s. The time has come to check if past graduates of these English Education programs are satisfied with the education they received and to see if the programs have adequately satisfied their current needs as teachers. A survey of the curricula in 6 universities showed that 25% of the courses were English language proficiency-related, 5% were English language skills subjects, 24% were linguistics-related, 28% were literature courses and 18% dealt with English education. To compare the present curricula and the needs of the teachers, 87 secondary school teachers were asked to assess the relative need for the subjects selected from the 6 universities. The needs analysis of the 87 English teachers recommended the following distribution of courses: 22% related to English language proficiency, 22% English language skills subjects, 18% linguistics-related, 17% literature and 21% dealing with English education. The results show that the present curricula are still literature and linguistics centered and should be revised to meet teachers’ needs. Furthermore, on the basis of this needs analysis, a new curriculum model is proposed for English education programs.

This essay attempts to extend and critically sublate Jameson’s historicist understanding of narrative texts by engaging the theoretical underpinning that runs through the expansive range of his investigative endeavors: namely, his central hypothesis that “History is the experience of Necessity.” The notion of historical inevitability or “History as Necessity” is limited, I argue, to the extent to which such a concept necessarily eclipses or covers over the historicizing or temporalizing dimension of critical and textual practices, including the inaugural and originary impulse of figurative presentations (Darstellung). As a consequence, historical necessitarianism forecloses the possibility of a differential dimension in time. A developing theme of this discussion is the idea that as a historicizing as well as historical operation, the double orientation of origin points to a qualitative “leap” (Sprung), which immediately opens onto the possibility of a future in time, and is to that extent preconceptual: that is, it operates as a principle of subversion with regard to any synchronic determination of the field of history in terms of necessity.

As a playwright, a director and an actor, Harold Pinter knows well the theatrical technique and its function for the play. The distinctive elements in Pinter’s dramatic techniques are characterized by ‘room image’ and ‘Pinteresque’ where his recurring themes of menace/violence/intrusion, silence/pause/blackout, memory and the (latent) psychological needs, etc. are revealed. He has the literary power to create his plays in various impressions by developing the themes and technique of the previous work and by properly matching his characteristic elements of play. When we read a series of Pinter’s plays we get an impression from the process of Pinter’s writing as if an architect were to build different appearance of houses transformed by slightly changing design of the shape and number of windows, or of doors and the material or color of the house. In the sense of construction, an architect and a playwright do the same job, but architecture is a visual art while a play is synthetic art that includes literary elements as well as music, fine art, and dance to accentuate the dramatic effects. When an architect builds a house he not only draws a design but also selects the materials and colors of a house. In this sense architecture is also a synthetic art. This paper demonstrates that a play and an architectural design have a similar constructional sense, so that it is possible to transform a series of Pinter’s plays into a series of architectural designs of three dimensions. For transforming Pinter’s play into architectural design, eleven Pinter plays that divide into three different periods of his writing. From each of these periods a model house will be designed through a hypothetical correspondence of the observable qualities of Pinter’s plays with a part of an architectural design. From the set of pair items, a series of Pinter’s plays fabricates as a related series of architectural designs. This paper shows one of the significant perspectives to convey Pinter’s visions: to connect the logical development of Pinter’s plays with the transforming related series of architectural designs, there is no absolute rule in our hypothetical. Therefore ‘silence’ could be door, window, or wall. Likewise, ‘menace’ could be roof, door or patio. If we fabricate the impaired sets of plays and designs, we could have another series of houses as much as the “combination” or “permutation” calculates in mathematics. However, the point is to show another approach of Pinter’s plays.

Literature has been mystified by the Western modern discourses which disregard the socio-historical conditions and signifying processes of literary texts. Providing obvious subjects, the realist texts incorporate their readers into the existing social order. But in the anti-humainst theories, the human subject is not given but constructed through the linguistic, discurisve, and ideological processes and practices. This thesis aims to find the resistant self which makes a strong struggle to the modern “transcendental subject” in literary texts. The resistant self leads to the demystification of literature in which we realize that the modern subject is constructed through the processes and practices of a culture. In Chapter II, we will discuss how the modern subject is constituted and accepted by the people will be discussed. Then, analyzing the metafiction, we will examine “the disappearance of the subject.” In Chapter III, analyzing the “autobiographical writing,” we will try to find the resistant self. In Charlotte Perkins Gilman’s “The Yellow Wallpaper,” an autobiographical text, the narrator refuses to accept the subject provided by the modern European white male discourse by secretly performing her own writing. Writing about not the social subject but her own self is the way the narrator constitutes her identity, so we can find the resistant self in the process of the narrator’s writing.

In Travesties, Tom Stoppard mixes realities with fictions, and repeatedly questions the true nature of reality. But, he doesn’t give any answers or clues for it. In the ending, there is no resolution to the conflicts which can be generally expected. Instead, new conflicts are brought forth, and readers/spectators become more and more confused. In short, Travesties well embodies ‘disorder’ or ‘uncertainty,’ one of the most prominent aspects in his works. In Travesties, a variety of texts are piled one on another, multifarious dramatic devices are mixed together, and new fictional realities are created. In addition, these multi-layered realities exist as the outward appearances regulated by settled pattern. Sometimes, because of the unreliability of the protagonist, Carr’s memory, identical words and phrases are reiterated, and ‘time-slips’ occur repeatedly, but, Stoppard creates new order and meaning from disorder. In Travesties, he provides the disorderly scattered fragments with extremely different contexts, and creates new realities and meanings, which is the central point of the work. In Travesties, dramatic actions are developed not according to the relation of cause and effect but to Carr’s unreliable memory, which illustrates that human lives are not logical, and that human histories are not exact. In short, Stoppard demonstrates that we, humans, aren’t directly related to the historical affairs which actually happened, but fettered to a kind of fictional history temporarily reconstructed based on the necessity of the present, and therefore we should lead a more active, creative life.

The notion of language transfer would enable us to set up a reasonable hierarchy of difficulty in learning. It is presumed that instances of positive transfer would lend themselves to easier mastery than those of negative or zero transfer. With respect to generative grammar that regards grammar as a set of rules, we can predict the degree of difficulties inherent in the types of language transfer by focusing our attention on the nature of rule choices in each language and comparing them. In this regard, this paper aims to propose a hierarchy of difficulty of English consonant acquisition for Korean native speakers. To do this, the definition of language transfer in learning theory is reviewed in Section 2. The nature of rule choices and the types of those corresponding between English and Korean are investigated, and crucial factors affecting a hierarchy of difficulty is discussed in Section 3. On the basis of the types of rule choices, the consonant system of Korean is compared to that of English, and the hierarchy of difficulty of English consonant acquisition for Korean native speakers is presented in Section 4. Finally, in Section 5, some reasonable factors not studied in this paper are referred to in brief, and might be interesting topics of study in the future.

In “A Perfect Day for Bananafish” and Raise High the Roof Beam, Carpenters, Salinger had ambitious intention of making protagonist Seymour a public man whom most readers can recognize. To achieve this intention he devised very effective narrative strategies. In “A Perfect Day for Bananafish” this paper discusses how the objective narrative of third person narrator, who is dispassionate and does not give room for internal description gains high effect for suicide theme. Because this short story is written by a very reticent third person narrator readers are very confused and thrilled when Seymour killed himself by shooting himself in the head. Readers can merely guess his discontent about luxurious wife and his isolated situation. But to the end his inner conflict was not described at all, so the reasons of suicide are uncertain. Such is suicide. The dead is silent, the remaining ones are supposed to live under guilt. The suicidal man whose name is Seymour gives deep impression on readers. If Salinger wrote only this story, this can be only a shocking and common suicide of a nervous man. After 7 years later, Salinger wrote Raise High the Roof Beam, Carpenters and reintroduced Seymour who is not just a nervous man but a god-seeking genius. This paper discusses how the first person narrator gets recognition as a reliable narrator by objectifying himself. The plot construction of Raise High the Roof Beam, Carpenters is composed of the conflict between aggressive Matron of Honor and confused defensive Buddy who is narrator and Seymour’s younger brother. Naturally Buddy is a very cordial narrator to Seymour whom Buddy respects as a real poet. But he firmly excludes any subjective way of thinking and prejudices. The narrator’s characteristics are intellectual humor and objectifying attitude to himself. Therefore he gains firmly readers’ trust. And through Seymour’s emotional diary, we see an excessively pure and defective young man in Seymour. This fault gains readers’ affection. Even though Salinger secluded himself from the world, the public man Seymour remains with us and reminds us of Salinger. Salinger achieved this intention through the deliberate narrative strategies.

The purpose of this study is to get meaningful information about elementary school teachers’ needs for developing an intensive English in-service training program. For this purpose, the study was carried out in the following stages. Firstly, a self-questionnaire was developed within 6 categories: (1)teachers’ communicative competence, (2)administration of curriculum, (3)instructors, (4)contents, (5)teaching-learning methods, (6)evaluation and extra-curricular activities with 21 sub-items using 5-point Likert scales, selection and multiple response types. Secondly, a needs analysis was conducted on 905 elementary school teachers through this developed self-questionnaire. Then, the results were analyzed in relation to various teachers’ backgrounds such as age, working areas, teaching grades, teaching experiences and training program experiences. In accordance with the communicative competence, there were implications about teachers’ self-confidence for communicative competence, teachers’ recognition for the importance of communicative competence, and prominent factors that English teachers should have or develop. Also, topics such as dividing teachers into several classrooms according to their English competence level, using only English anytime and making consequences for breaking the “Only English” rule were issued. In this paper, the results include categories (1), (2) and the results of other categories will be discussed in a different paper.

As noted by Simpson (1983), a resultative predicate can only be predicated of the underlying object. Levin and Rappaport Hovav (1995) generalized it as the Direct Object Restriction (DOR). Recently, Wechsler (1997, 2001) argues that the DOR is factually incorrect by citing some counter-examples to the DOR, and that this phenomenon turns out to be purely semantic after all. Despite Wechsler’s (1997, 2001) claims to the contrary, this paper aims to show the validity of syntactic approach to the DOR effects. Particularly, this paper concentrates on showing that Wechsler’s (1997, 2001) counter-examples are correctly explained under the DOR without relying on his semantic constraints. Rather, this paper argues that the DOR effects can be captured by proposing a proper syntactic structure. This paper proposes that a resultative is formed by a verb’s taking of a resultative SC complement, which is composed of a resultative predicate and its semantic subject DP. This proposal is based on another proposal that, in a resultative, the postverbal DP is a derived object just like an ECM object, and it is derived by movement from the resultative SC complement to the Spec of VP.

The purpose of this paper is to present constraints on English free adjuncts. To analyze participial constructions which are one type of adjuncts, this paper makes use of the association between argument structure and dependents of lexical heads. Bouma, Gosse, Rob Malouf, and Ivan A. Sag (2001) suggested Argument Structure Extension to present a unified feature-based theory of complement, adjunct, and subject extraction. However, the constraints suggested by above mentioned authors are not proper to explain free adjuncts. Therefore this paper suggests Revised Argument Structure Extension for the analysis of free adjuncts. Based on Revised Argument Structure Extension, free adjunct structures which modify main clauses can be associated with the main clauses. Furthermore, this modified revision, together with the passive verb lexeme, makes it possible to analyze participial constructions which contain binding relations and passive constructions.