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This article examines aspects of irony in Pride and Prejudice, especially analyzing Elizabeth’s judgment on various characters and their dialogue. In fact, Pride and Prejudice is the novel in which irony plays the most important role among Austen’s six novels. And Austen uses irony not as a skill but a means of revealing her serious and intense moral interest. In the first chapter, Austen shows the materialistic basis of society and the marriage market theme. So, we can know that marriage is the main theme of this novel. Elizabeth, as a student of character, gives an exact judgment on the simple characters, such as Mrs. Bennet, Lydia and Collins. But she often gives a misjudgment on the intricate characters. In case of Charlotte, Wickham, and Darcy, she doesn’t understand economical hardship and social environment. And, in the process of Darcy and Elizabeth’s meeting, their pride and prejudice cause a lot of trouble and conflicts all the time. The irony of this novel, however, comes to light when we realize the reversal of their pride and prejudice. Like this, Austen enlightens us upon man’s lack of discretion, inconstancy, ignorance and stupidity through irony. She recognizes the contradictory double faces of human beings and society deeply, and shows the irony of life through the common subject matter of the relation between the sexes

The purpose of the study is to investigate whether translation is a useful tool for teaching English. To help thirty-three low-proficiency Korean university learners achieve accuracy in the use of the target structures, a post noun modification structure and a participial construction, the researcher asked the learners to summarize a video sequence by using the target structures after watching the video. G1(N=17) translated a summary from Korean into English and G2(N=16) wrote a summary in English. Three types of posttests were administered: sentence translation, passage translation, and direct writing. The findings showed that the translation task was more effective in helping the learners acquire the ability to produce English sentences with a target structure than the direct writing task. The translation task was more effective than the direct writing task because the learners could concentrate on language use and were forced to use the target structures in the process of translating. In conclusion, translation can be a useful tool for English instruction aiming at improving writing accuracy.

This paper, focusing on the error patterns resulting from overgeneralization, analyzes two different cases of production error patterns occurring in the phonological acquisition process of English: Child 78’s error patterns from Dinnsen (2002) and Amahl’s error patterns from Smith (1973). Investigating these error patterns, this paper examines two hypotheses that have widely been agreed in previous studies of phonological acquisition based on the framework of Optimality Theory (McCarthy & Prince 1993, Prince & Smolensky 2004): one is that the error pattern changes in phonological acquisition are the results of demotions of markedness constraints, and the other is that the initial state of phonological acquisition is the ranking relation whereby markedness constraints are ranked above faithfulness constraints (McCarthy & Prince 1993, Smolensky 1996a, b, Prince & Smolensky 2004). This parer shows that the error pattern changes in the acquisition processes of English in both cases are the results of recursive minimal demotions of markedness constraints, which accords well with the hypothesis of constraint demotion. However, it shows that the initial state of production acquisition is not always represented as the ranking relation whereby markedness constraints are ranked above faithfulness constraints, requiring that production acquisition should be distinguished from comprehension acquisition in terms of the initial state of phonological acquisition.

Despite the importance of spoken vocabulary use to improve spoken skills, little has been conducted to describe spoken features of Korean learners. The purpose of this study is to investigate spoken vocabulary use of Korean learners and find out how far they deviate from native speaker norms. For this purpose, 40 Korean college students’ spoken interaction data are transcribed and analysed. Using Wordsmith tool with 17,436 words, frequent single words category (modal items, delexical verbs, interactive words, and discourse markers) and frequent multi-words clusters (discourse markers, vagueness & approximation, politeness & face, and hedgeing) are compared with the spoken British National Corpus (BNC). Frequency analysis revealed that among 56 lexical items investigated, 34 items were underused and 17 items are not represented in KLC. It is evident that Korean learners used limited variety and range in those spoken vocabulary use. Based on this result, some suggestions are made to improve Korean learners’ spoken vocabulary teaching and learning.

This paper aims to examine the narratives of Joe, Hightower and Lena. and identify the aesthetics of multiple narratives. Faulkner’s Light in August seems to be a novel that shows how unified vision of life is created through a collaborative effort of narrators as modernists often do. However, what Faulkner shows us in the novel is not to synthesize three narratives but to create multidimensional themes simultaneously through aesthetics of multiple narratives. Joe’s urgent problem lies in the loss of identity. The problem of whether he is a white or black is the crisis of his identity. He defies community order to find out his identity by means of violence. His violence drives him to tragic death. Hightower lives a stopped life. He is obsessed with the idea of the grandfather. He has no real concern or interest other than being present at the window of his study, hearing the horses of troop galloping through the town. Lena lives a moving life. She is a woman of light who is contrast with Joe. Actually, she is like something moving forever as life goes on. Finally, we can say that Faulkner simultaneously creates three human stories through multiple narratives.

This paper aims to examine that the protagonist in Doris Lessing’s Love Again(1996) undergoes spiritual growth through her experiences of love and death. In Love, Again, Sarah Derham, a sixty-five-year old writer and founder of a theatre, falls in love with three younger men, leading her to face into her inner erotic desire. Sarah commissions a play of Julie Vairon who is a beautiful and wayward nineteenth-century mulatto woman. The play captivates all who come into contact with it, and dramatically changes the lives of all who take part in it. For instance, Stephen, co-writer of the play, kills himself out of his pain of love to the dead Julie. Also, Sarah finds herself erotically reawakened and uncontrollably attracted to several men, such as, Bill, Henry, and Stephen, virtually all of whom are young enough to be her sons. But Sarah’s couplings with the three men happen only in her imagination, which thus brings her to enlightening rather than delighting. So after these imaginary experiences, Sarah reflects about the pain caused by unrequited love and death, and spends many moments of meditation on her past memories related to her mother and herself. Her psychic journey into the past leads to her spiritual growth, that is, the acquisition of some measure of detachment, in Sarah’s case from her aging body, obsessive romantic emotions and unmet childhood needs. This painfully acquired space allows her to accept the coming to age.

This study provides an explicit analysis of [r]-intrusion found in Non-rhotic English. The process brings some challenging aspects, given that only [r], instead of other segments, intrudes between vowels where the precedent vowels are among [ə, ɔ, ɑ]. For this reason, many works as in Vennemann (1972), McCarthy (1993), Harris (1994), and Gick (1999) regard the process as synchronically unnatural diachronic process. On the other hand, Ortmann (1999), Baković (2000a), Orgun (2001), Uffmann (2003, 2007), and among others, assume that [r]-intrusion can be dealt with synchronically natural and predictable process. Especially, Ortmann (1999) and Baković (2000a) argue that [r]-intrusion is a kind of glide-insertion. Adopting their idea, the present study accounts for the phenomenon by employing AGREE constraint. Furthermore, our analysis makes it possible to predict other kinds of glide-insertion that does not have [r]-insertion, as in Korean and Japanese.

The purpose of this study is to apply genre-based writing activities to elementary school students. In order to accomplish this purpose, sixty one 5th graders and fifty eight 6th graders participated in this study. The genre-based writing activities are developed on the basis of writing activities provided in the English textbooks. However, the genre-based writing activities used in this study are more focused on the meaningfulness and usefulness of the writing activities practiced in the context of genre. To compare the result of the study, the writing parts of the YLE test were used for the pre- and post- writing tests for this study. At the end of the tests, 6th grade students were asked to write 5 English sentences that they can write and 5th grrade students were asked to write 10 English words that they can write. The words and sentences these students wrote were complied into two text files and analyzed to compared the frequency of the words among groups. Also, pre- and post- questionnaires to investigate participants’ attitude toward writing were also administered. The results of the study are as follows. First, even though the results of the writing tests did not show statistically significant increase in the experimental groups’ writing test scores, their attitude toward writing activities were statistically significantly improved through genre-based writing activities. The result of the corpus analysis showed that the sixth grade students in experimental group used more various words in their post writing tasks and they seemed to remember more words they learned through the genre-based writing activities.

This article addresses erroneous RCs that are semantically equivalent but syntactically ungrammatical due to omission or incompletion of syntactic movement and copy/deletion operations resulted from inconsistent realizations of immature morphosyntactic functional features while L2 syntax is intact. The interpretive rule [Make OP] proposed in Munn (1994) was adopted to analyze the operations in RCs. The presentational amalgam construction, a SUB RC equivalent, was analyzed to be an accidental deletion of the required operator in Spec-CP during the deletion stages. The DO RC with a resumptive pronoun, a DO RC equivalent, occurred by reason of phonological realizations of remnant morphosyntactic features of the variable which were incompletely deleted, but still delivered to Spell-Out. This article attributes both SUB and DO RC equivalents to the immaturity of operator features in Spec-CP. An IO RC equivalent called the NoPrep construction is analyzed as the result of failure to fully realize the functional features of preposition, resulting in the incorporation of the preposition into the verb for remotely licensing the variable. By and large, this article tacitly adopted the position in which the development of syntax is dissociated from the development of morphology (Lardiere, 1998b; Haznedar, 2003; Herschensohn et al., 2005; Lee, 2006), and stressed out that L2 research should investigate the autonomous nature of L2 grammar without respect to the perspectives in target grammar (Bley-Vroman, 1983).

Five-Form-Grammar has been a dominant School Grammar for teaching sentence patterns for the past years. However, I argue that there must be more objective linguistic theories for the application to English grammar teaching. In this respect, Transformational Grammar, classifying verbs according to the types of complementation they take, provides better explanations for grammar teaching. Complements as subcategorized forms of verbs are obligatory elements in VP, which are further discussed using the verb types and subcategorization frames by Wekker & Haegeman (1991). Complement Types focused here are adverbial complement, predicative+adverbial complement, and indirect and direct object. Indication of adverbial complement in transformational grammar provides the most exact syntactic information verbs can have. The result of this analysis supports legitimacy in teaching sentence patterns associated with verb complementation.

It is desirable that more authentic and interactive conversational practices should be examined through the interactive and sequential contexts in non-native speakers. This research attempts to explore the question-answer practices to negotiate meaning in other-repair structures in English conversation between non-native speakers whose native language is Korean. English data from six groups are transcribed and analysed, applying conversation analysis (CA) as a methodology. The analysis of spoken discourse shows that the conversational practices of turn-taking system between Korean learners (KLs) are similar to the organization of ordinary conversation, although they manage to interact with incompetent communicative competence. Concerning the types of questions-answer in other-repair sequences for meaning negotiation, KLs ask next turn repair initiator (NTRI) questions such as, what or huh, partial or full repetition of the prior speaker’s turn, and appender question types in sequential and interactional contexts. KLs use the partial or full repetition strategies of the prior turn far more frequently than other question types in other-repair sequences. Finally, this study of question-answer sequences shows an interactive nature in KLs, suggesting the need to explore the interaction between non-native speakers in pedagogical implications.

The purpose of this paper is to study a feminine mode of writing which tries to surpass the discourse that regulates the phallocentric system in “Bliss” of Katherine Mansfield, who achieved a wonderful aesthetic balance between form and subject in terms of protean images and symbols and an ironic subversion of traditional narrative story patterns. As an important and representative feminine text, “Bliss” cannot fail to be more than subversive and controversial in depicting the distinctive nature of women’s sexual desire by transferring women from object to subject position and focussing upon this subject as a being of ardent, though repressed, passions. In “Bliss” Mansfield portrays Bertha’s dedicated and consistent, if subconscious, attempt to find an objective correlative for her feeling of ‘absolute bliss’. This bliss she experiences blossoms out of her depth as a homoerotic desire for Pearl Fulton. Through her awakening moment of feminine communion, she finds her feminine sexuality and her potentiality of being a woman of her own. However, the ironic reversal of the story’s ending puts the question of women’s subjectivity and consequent possibility of feminine writing into unexpected doubt. Bertha’s heavenly bliss and earthly frustration represent the writer’s achievement and limits of her writing at once in her society of snobbism and sterile pretensions of men. Mansfield projects into Bertha, the artist manque, her own desire of self-revelation as an alien woman in the English artist society.

Toni Morrison, in The Bluest Eye, articulates how white centered standards devastate African American identity. Especially, a little black girl, the most marginalized inferior in 1940’s America is sacrificed extremely by her family and black community as well as whites. She is judged to be ugly, ignorant, and inferior through white’s perspective. Pecola believes she is driven to despair in life because of her black appearance. Pecola follows the value of the white without any criticism and internalizes white centered ideology unconsciously. However, she only confronts with miserable reality, which encroaches her more seriously and finally drives her insane. It is impossible to exchange the characteristics of race and Pecola’s trial is just to deny their originality or authenticity as black. Additionally, it is the most serious problem that even African Americans themselves feel shame about their blackness. With their tentative identity, they alienate themselves from their community not only from white centered society. We realize how the termination of racial alienation depends on appearance of race in this novel. Morrison creates the problematic relationship between appearance and dominating power as the main material and focuses on the significance of those interaction. African Americans cannot help being destroyed when they lose their confidence and autonomy as black and also they have to compromise and harmonize each other in order to survive in segregated society.

This paper explores the possibility to define phases in a relative sense rather than in an absolute sense as Chomsky (2000, 2001a,b, 2005) suggested. Unlike the hypothesis that an inherent phase is a proposition, we assume, following Dikken’s (2006) notion of Phase Extension, that the other nodes can acquire phasehood in the course of the syntactic derivation as a result of movement of the head of the inherent small-clause phase to the heads of higher nodes in the structure. Hence, since the predication of a sentence structure is realized in vP, only this unit vP can be an inherent phase and the other maximal nodes can be phases only by means of getting a phasehood by inheritance. We suggest that as a result of v raising to T, TP becomes a phase, unlike Chomsky (2000, 2001a,b, 2005) predicts, and it is an inherited phase. And with T subsequently raising on to C, that also makes CP a derived phase at the next step in the derivation. Thus there are two types of phases : absolute inherent phase vP and inherited/derived phase TP or CP. In Chomsky’s phase system, on the other hand, the edge and the complement of a phase are spelled-out at different times. Such a dispersed double application of Spell-Out within the same phase domain is not ideal syntactic operations. To avoid such double applications of Spell-Out, we suggest that objects for Spell-Out should be qualified full phase domains rather than complements of phase heads as the PIC predicted.

The goal of this study is to find out if any changes occur in EFL learners’ anxiety and motivation between before and after a content-based intensive EFL program, which is a sort of CBI. The study is a replication study of Hwang (2002), and the results of the two studies are compared. Hwang (2002) reported that through a college CBI course, learners’ anxiety was lowered and the motivation of the utilitarian goal orientation increased significantly but that of the mastery or learning and the ego-social orientation didn’t. The current study finds the followings: 1) learners’ anxiety level gets lowered. to a greater extent than the results obtained in Hwang’s study; 2) only the motivation of the ego-social goal orientation increases significantly while the motivation of the other two types do not. The different results between the two studies are attributed to the different nature of the program of each study. The intensive immersion program of CBI lets learners have more social interactions, and thus get motivated through the ego-social orientation. In turn, it raises integrative motivation. We conclude that universities should run a CBI program in various forms to help students get motivated through various goal orientations.