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Some English grammar books illustrate that the indirect object of some ditransitive verbs such as write and buy is not allowed to be passivized, and secondary school English teachers accordingly teach their students. To describe this linguistic aspect, I have conducted a survey on the passive of English DOCs among 20 high school students in the US. The survey exhibits a different result; only 2 out of 20 subjects respond that the passivization of the indirect object is ungrammatical. Some theoretical grounds such as Case and Ɵ-role assignment also lend support to the IO-passive movement. Nevertheless, its movement is not approved to be completely natural by the subjects. I attribute this to a diachronic observation that the passivization of IO has expanded from Old English up to the present. I also suggest that the trace of P, which is ‘active’, left by Preposition Incorporation somehow hinders its movement, and the degree of its being active varies across ditransitive verbs.

This paper examined the syntactic properties of kes in Korean head-internal relative clause (HiRC) construction, which is regarded as a subtype of kes construction. While focusing on the grammatical characteristics of kes found in the HiRC construction, I argued against the previous analyses in which kes is treated as either complementizer or nominalizer. Instead, I suggested that kes can be analyzed as a pronominal, which is semantically associated with the semantic head of a HiRC. Base on the syntactic status of kes, I also proposed the internal structure of Korean HiRC construction in which the Korean HiRC is an NP-adjunction adjoined to kes, an external head of the relative clause. Under my proposed structure, kes is anaphoric in the sense that it is semantically linked to the semantic head of the HiRC. The definiteness effect of the HiRC construction can be captured by the feature [+def] dominated by D0 (i.e. a null head of DP), rather than kes or the semantic head of HiRC. My analysis of kes as an anaphoric pronominal has certain theoretical and empirical advantages. For example, it can account for the nominal properties of kes, which are not observed in any functional categories such as complementizer and nominalizer. And it can explain the semantic anaphoricity of kes well without provoking any theoretical problem.

The purpose of this study was to suggest the efficient establishment, operation methods and groping for improving methods of EECs(English experience centers). This research were conducted to the teachers and students of 32 elementary schools with EECs. The data analysis yielded some interesting findings. first, the actual conditions of EECs have been changed since 2006. In most EECs, the practicing space was the main part, but recently teaching-learning spaces and English libraries have been added to help the effective learning of English. Second, the programs in EECs can be assorted into 3 types such as classes by teachers, voluntary learning activities and the events. In the result, not only regular classes but also special after-school programs are highly active, but others are not. Almost schools are running the conversation class following the English curriculum and the special programs are not developed yet. Third, while teachers have positive opinions about the influence on the English abilities of students, students showed negative opinions about the influence. It means we need to develop English programs that offer students more fun, considering their interests. Fourth, the overall opinions about EECs seemed to confirm) that EECs could provide students more opportunities to use and learn English. The requirements of teachers and students indicated that the shortage of working staff, the heavy work load on the staff in charge, and the absence of special programs were first to be solved. Further research is therefore needed in this areas.

The major purpose of this study is to find out the needs or desires of the students and teachers in technical high schools regarding technical- business English part among the following three areas; engineering- technology English, technical-business English, and technical-living English. The study will suggest some contents, and to design the syllabus of technical-business English which should be contained in a technical English textbook. Through the survey conducted in four technical high schools by analyzing the needs or desires of the students and teachers, forty two functions among seventy five functions in five major fields were selected for the technical-business English syllabus. This result explains that students and teachers in technical high schools are more interested in materials or functions which receive attention in the modern industrial society, because they are needed in real situations after students’ graduation. When these results are adopted into a syllabus design, some functions need to be added or revised according to the situation of each technical high school. In addition, as the degree of needs between the groups shows different ratings in choosing contents of the syllabus, different weight should be given to each group.

The purpose of this study is to investigate the effect of cognitive and metacognitive reading strategy instruction on the reading comprehension ability of middle school students. 132 middle school students participated in this study. TOEIC assessment and reading strategy questionnaires were used to collect the data. For the data analysis, independent samples t-tests, paired t-tests, and ANOVA were used. The results of this study demonstrate the effect of the explicit instruction of cognitive reading strategies (grouping, inferencing, and deduction) and metacognitive reading strategies (advance organization, selective attention, and organizational planning) on middle school students’ reading comprehension and their use of reading strategies. The specific findings of this study are as follows: 1) Statistically, the post-test reading comprehension score of the experimental group was higher than that of the control group. 2) The use of reading strategies showed a post-intervention increase; the use of cognitive and compensation strategies increased significantly, whereas no significant increase was noted in using metacognitive strategies. 3) There was no gender-related effect on the behavior of using reading strategies although both female and male students showed a significant increase in the use of compensation strategies.

The purpose of this study is to analyze primary school teachers’ and students’ perceptions on various issues that occur in English grammar teaching. For this purpose, a survey was conducted on 53 primary school teachers who teach English and 130 6th grade students. In addition, 6 teachers and 6 students were interviewed based on factors that showed prominent differences in the survey results. Data comparisons indicated a relatively high disagreement between the student group and the teacher group on input amount of grammar rules, preference of intensive and extensive grammar teaching, and degree of error correction. The four major reasons include their prior teaching and learning experiences, teachers’ prejudice about good grammar teaching, students’ excessive learning anxiety, and views of traditional teachers and student roles. Disagreements in their perceptions and beliefs can hinder students’ progress in language learning, so it is important for teachers to understand students’ needs and interests in order to simultaneously reduce such disagreements and enhance their learning. The results also suggest the use of integrated language teaching methods to help students improve their communication skills, focusing more on grammar forms such as Focus-on Form and the Bottom-up method.

This paper is to analyze the androgynous heroism of the “I” in the epic of The Prelude. The Prelude as an epic and the “I” as a hero have often been considered innovative rather than traditional; the story is about a poet’s spiritual journey and the heroism involves inner qualities than martial strength. However, as far as androgyny in heroism is concerned, The Prelude has similar traits to those of some traditional epics. The heroes of The Aeneid, The Divine Comedy, and Paradise Lost show several different or dissonant traits to masculine or male-centered heroism they reveal hesitative, inner, or passive qualities, which are usually condemned as feminine temper to hamper masculine heroic achievement. Yet, these qualities were ultimately proven to be supplementary or alternative to masculine heroism, enabling heroes to perfect their personalities and performance. The Prelude has been often criticized for Wordsworth’s typical distinction of nature from imagination, and the feminization of the former as well as the masculinization of the latter. These gendered opposites, however, were challenged, inverted, and even subverted by Wordsworth himself through the “I”’s quest for the heroic achievement, the growth of a poet’s mind. To become a poet speaking to all human beings, the “I” himself has to overcome his presupposition of femininity and masculinity and to achieve a capacious androgynous soul. Presenting an androgynous poet “I” as an epic hero, Wordsworth shows a poet’s heroism and its validity, and unacknowledgedly acknowledges the absolute necessity of femininity in heroic achievement. As the “I”’s androgyny generally focuses on the unification of polarized gendered qualities, it ultimately desires the synthesis and the harmony of other opposites, such as physical and spiritual, inner and outer, and individual and communal, which makes The Prelude both a traditional and innovative epic.

This paper presents a comparative analysis between English-by-Natives and English-by-Koreans with %C, stressed or unstressed vowels, and speech rate(syllables/second). First, the %C of a sentence was lower in English-by-Koreans than in English-by-Natives. Its reason is that the vowel duration of English-by-Koreans was longer than that of English- by-Natives, particularly in unstressed vowels. Second, the duration gap between an unstressed vowel and a stressed vowel was greater in English-by-Natives than in English-by-Koreans. It means that stress did not influence the duration of stress or unstress vowel in English-by- Koreans as much as in English-by-Natives. Third, the coefficient of inverse correlation between consonants and speech rate was higher in English-by- Koreans than in English-by-Natives. For English-by- Koreans, unstressed vowels were more strongly influenced by speech rate than stressed vowels.

According to Generative Grammar (recently the Minimalist Program), language change results from resetting of parameters. Likewise, the origin of English do-support can be explained by parameter-resetting mediated by markedness. In the middle of the 16th century, the parameter-resetting from Tense with strong V feature to Tense with weak V feature regarding the origin of periphrastic do began, as the so-called do-support appeared, and resetting was nearly complete by 1700. The resetting from Tense with strong V feature to Tense with weak V feature makes it possible to adopt do-support. As shown in Ellegård(1953:162)’s figure of percentage of do-forms in various types of sentences, when Early Modern English starts, the frequency of do-support is rather low, but is already rising precipitously in negative and interrogative sentences, and continues to rise without much variation throughout the period. The percentage of do-support is always highest in negative questions, followed by affirmative questions, and then by negative declarative sentences. By 1700, the affirmative declarative curve is approaching zero, while the three curves are all above 75 percent and are rising precipitously, with parameter-resetting to Tense with weak V feature from Tense with strong V feature resulting. Between the start of parameter-resetting and the end of it, markedness plays a role in that at the start the do-support forms are rather marked and later grow less marked, and more unmarked, resulting in parameter-resetting.

In designing an English for Specific Purposes (ESP) course, a variety of issues such as learners’ needs, appropriate language skills, or specific content knowledge should be considered. The purpose of the study was to identify the professional language needs in health-care settings by examining the perceptions of professors and students on the language skills required in nursing education. A needs assessment was carried out with nursing students and faculty members in the Department of Nursing, which prepared students for careers in the health care field such as hospitals, medical service providers, or public health organizations. Data were gathered by means of questionnaires and interviews. The findings of the study were characterized as three meaningful domains: (a) the understanding of English medical terminology, (b) the appropriate writing skills of a patient’s chart, and (c) the appropriate academic reading skills. These skills appeared to be significantly important for undergraduate students who wish to work as health professionals. A valuable source of information for designing curricula can be provided.

This article attempts to discuss the ecological perspectives in The Botany of Desire and My Ántonia, and find a certain solution to the problems of modern society. Our society, or the global society in general, is in trouble with the ecological disasters including ozone depletion, Mad cow disease, and Avian Influenza. Mentally, modern people are suffering from depression, and many of them commit suicide these days. This article assumes that there is Anthropocentrism at the center of these problems as such. The biblical sentence that man is the lord of the creation has brought the wrong idea that man can treat animals and plants as he will. Philosophically, Descartes, the father of modern philosophy, reinforced this way of thinking by creating the concept of human subject. According to him, only man can be established as the subject because of his ability of self-reflection, and in the relationship between the subject and the object the subject takes the superior place. Michael Pollan’s essay, The Botany of Desire and Willa Cather’s My Ántonia are very important in this regard, because they disagree to this way of thinking, and search for the other ways in which we can discuss the relationship between nature and man. In The Botany of Desire, Pollan explores man’s mutual relationship with animals and plants. Seen from the perspective of co-evolution, man not only uses but also is used by the desires of animals and plants. Pollan then overturns the given relationship between the human subject and the object. In My Ántonia Cather shows that Jim Burden, one of the protagonists, is suffering from the feelings of loss. Jim is leading a successful life as a lawyer, but this does not make him happy. Jim’s struggling with his problem brings him back to his Nebraska years, and lets him realize what nature really means to him. Throughout the novel, Cather presents nature as the source of life, that is alive on its own, sometimes influencing the lives of men. This leads us to stop thinking of nature as a mere means of living. In this way, this article studies the ecological discourses in The Botany of Desire and My Ántonia, and is expected to pave the way for a new paradigm of thinking.

This paper argues that the extraposition account cannot be a proper option for the derivation of English clefts. This point is clarified by showing that the extraposition account cannot provide satisfactory explanations for the empirical problems involving the unavailability of predicational copular sentences for clefts, scope ambiguity facts, the behavior of idiom chunks, the wh-blocking phenomena, and VP-ellipsis. Inversely, these empirical problems suggest that the raising account is the proper option for the derivation of English clefts since they receive satisfactory explanations under the raising account. Although this reasoning is in line with Pinkham and Hankamer (1975), this paper does not agree with them on the following two points; the range of derivationally ambiguous clefts and another derivational option for them. Based on their finding on subextraction facts, they suggest that English DP-clefts may be derived by the way of the extraposition account or by the way of the raising analysis. But contra their suggestion, this paper claims that, besides DP-clefts, some instances of PP-clefts are also derivationally ambiguous. Additionally, this paper also argues that not the extraposition account but the (null) operator-movement account should be adopted as another viable option for the derivationally ambiguous English clefts.

Among English Romantic poets there occurred successively paradoxical thoughts named later as pleasure principle and reality principle by Sigmund Freud. When we understand their changing thoughts, we can find a useful way to read Keats’s poetry properly. John Keats also expresses this paradoxical thoughts in two letters dated of December 22, 1817 and April 15, 1819. In the first letter, he seems to aim at pleasure principle when he compares Adam’s dream with imagination. And in the second, he takes reality principle into consideration when he says ‘the vale of Soul-making’. We know by these letters he experiences the paradoxical situation that his first thought of transcendental idealism blooms into the second thought based on the imperfect reality. He, like other Romantic poets, shows us this paradoxical spiritual shift from pleasure principle to reality principle. The present paper examines this spiritual development of Keats’s through the analysis of The Fall of Hyperion, studies the process of his poetic autogenesis and soul-making, and tries to find a possible prospect of his whole poetry. By doing it in this way we can explain in a roundabout way the reason why English Romantic poets, including Keats, write a large number of unfinished poems. It is the myth of the Titans that the narrator in The Fall of Hyperion sees as a god sees in Moneta’s hollow brain, and for Keats myth is of the same imaginative order as the poets’s knowledge. Keats’s final myth or “system of Spirit-Creation” is a myth not of progress but of process, of self-becoming, of self-creation. In a chaotic, always changing world, a world without absolute orders, the individual must create his own meaning or self-identity out of his own intense participation in a living and dying universe. Therefore Keats goes on making a myth by writing poems, whether they are finished or unfinished.

This paper seeks to reveal changing ideals of love, marriage and life through three novels written by Australian women spanning the twentieth century. Represented in this paper are Rosa Praed’s The Bond of Wedlock, Drucila Modjeska’s Poppy and Christina Stead’s For Love Alone, as the three heroines in these novels show us the gradual development of feminist thinking in terms of women’s financial, emotional and social independence. The first heroine, Ariana in The Bond of Wedlock, reflects the reality of women’s problematic condition in patriarchal marriage in the late nineteenth century. The second novel Poppy recounts the heroine’s journey through life to secure financial independence by gaining a college education and a career. The third novel, For Love Alone, portrays its heroine, Teresa, as one who rejects commitment to patriarchal marriage from the outset. Furthermore, this story describes the heroine’s determination to stand on her own two feet in order to choose her own path in love, marriage and life. With each novel, I will consider parallels that exist with twentieth century feminist ideas. Through these novels, we observe how women dealt with and either surrendered to or overcame the traditional patriarchal social arrangement. The novels reflect our changing views on the notions of women’s independence, freedom and happiness, which are themselves fundamental elements in the discussion on how to define and improve the condition of women in contemporary society.

Many variations exist regarding language learning, where quick and easy solutions are not appropriate for complex problems. FL/SL learning takes longer time, is harder, and involves more effort than we realize. In spite of the differences between the terms such as aptitude, intelligence, and ability, they are often used interchangeably to refer to behavior that is used to predict future learning or performance. Among these, motivation comes to the forefront because this variation as well as aptitude comprises the highest degree of success or failure in most language learners. Teachers need to be aware of these variations and realize that motivating students’ learning by finding and improving their aptitude is one of the most efficient ways for language learning.

Ovidian Narrative is one of the most popular literary genres marking the Elizabethan England and has a significant influence on Elizabethan writers such as Thomas Lodge, Christopher Marlowe, and William Shakespeare. When one examines Ovidian narrative as a popular genre in the sixteenth-century England, there are two directions. First, the writers such as Thomas Lodge and Christopher Marlowe follow the formal features of Ovidian narrative, in particular, the three ones outlined by William Keach: “the self-conscious presentation of an already familiar myth,” “sexual ambivalence,” and “stylistic virtuosity.” However, Shakespeare subverts and rewrites the genre in his poem Venus and Adonis. Indeed, Shakespeare subverts the genre beyond formal bounds set out by Ovidian narrative. In order to discuss the ways in which Shakespeare’s Venus and Adonis subverts the genre of Ovidian narrative, this paper examines and compares the work of Ovid himself, Metamorphoses, and the works of the key writers of Elizabethan Ovidian narratives, Lodge’s Scillaes Metamorphosis and Marlowe’s Hero and Leander. Venus and Adonis shares the same qualities with Ovid as the works of Lodge and Marlowe, but in the sense of class, gender, sexuality, and rhetoric, the poem subverts the boundaries of the genre as Ovid, Lodge, and Marlowe define them. The generic study of these poems, indeed, makes it easier to understand Elizabethan England as “social codes.”

When Sarah Kane, a famous English playwright in the 1990s, staged Blasted, her stage of extreme violence amazed theatrical world. Audiences gave harsh comments on her play due to the extreme violence, such as rape, mutilation, and murder. However, her play aroused audiences’ emotional and intellectual reaction. The author made all her readers and audiences to ask themselves who they really were. In this paper, how the subject suffering from trauma becomes a whole self is indicated through Kane’s work. The protagonist of Phaedra’s Love, Hippolytus, suffers from trauma and always worries about matters related to existence, such as life and death. From the pathology perspective, trauma is caused by experience of combat, a natural disaster, and mental damage. Although a person having trauma does not want to confront traumatic events, unexpectedly, traumatic memories repeatedly invade consciousness. Consequently, trauma destroys the balance of consciousness and leads to the split of a whole self against their will. Hippolytus is one of the subjects polarized into body and soul. Hippolytus is a nihilist but his attitude toward life becomes changed through Phaedra’s death. Hippolytus considers Phaedra’s sacrifice ‘her present to me,’ owing to the fact that he gets an opportunity to be freed from his own torment. In other words, Phaedra’s death becomes paradoxically Hippolytus’ salvation. As he is eager for change and release through death, he willingly chooses a public execution by the rioting mob. He by himself experiences atrocious violence; that is, his penis is cut off and his bowels are torn out. When confronting the moment of his death, everything is suddenly connected and he can experience of becoming a whole self. Paradoxically, in order to experience the moment of becoming a whole, he has to die. His final words, “If there could have been more moments like this”, show that he recognizes the connection between the spiritual and physical. Kane’s subject is not the one defeated in his own fight. In Phaedra’s Love, even though Hippolytus destroys himself, he pursues honesty physically, morally, mentally, and spiritually. Kane’s subject does not give up oneself but longs for change and finally achieves a whole self. In a word, it is a modern subject that Kane has created in Phaedra’s Love.