Earticle

The purpose of this paper is to argue that the nature of the Korean logophoric reflexives caki-casin and ku-casin is distinct from that of the English logophoric reflexives myself, and yourself and the Korean logophoric reflexive caki. Presumably when an NP occurs as the antecedent of caki, the logophoric reflexive caki can refer to the hearer in the discourse equally as well as to a linguistic antecedent. This result in Korean is predicted, given the hypothesis that caki is either non-referential or referential. Ku-casin and caki-casin in the same context, on the other hand, cannot refer to the hearer and uniquely refer to a linguistic antecedent since they are non-referential NPs. When a plural NP occurs as the antecedent of caki, the availability of the hearer as the referent of caki provides confirmation that caki is referential. However, caki-casin and ku-casin refer to an entity such as a linguistic antecedent other than the speaker or the hearer since they are inherently non-referential. As in the case of a conjunct NP, when a QP occurs as the antecedent, we obtain the same result. This result seems to crucially show that when a QP occurs as the antecedent, caki is referential so that it can be interpreted as related to the hearer. First person reflexives and second person reflexives in English can occur without an antecedent in blatant violation of condition A. The Korean logophoric reflexive caki behaves in the same way as English SELF anaphors since it gets its meaning by referring to a discourse element such as the hearer. However, the Korean logophoric reflexives ku-casin and caki-casin are used in Korean for referring to an entity such as a linguistic antecedent other than the speaker or the hearer even when they occur without their antecedents.

Claude McKay(1890-1948) has often been thought of as an immediate forerunner and one of the key members of the Harlem Renaissance, so it is impossible to assess the Harlem Renaissance without considering his contribution and influence. Yet it is necessary not to put too much emphasis on the position and role of McKay as a Renaissance writer because such an approach is likely to overlook the complexity and multiplicity of his life and literary world. More than anything else, his life was “a single episode in the 500-year-old drama of black diaspora.” In that context, McKay was “a colonial writer who happened to stop over in Harlem on his lifelong quest for a spiritual home.” Unexpectedly, his staying in America was a turning point in his life and literary career. He came to understand the cruelty and bitterness of American racism in person and represented the alienation and racial discrimination that the marginal minority group of black immigrants faced in America in his poems collected in Harlem Shadows. Therefore, I think it very important to reevaluate McKay as a black diaspora poet. So, if judging him based on poems collected in Harlem Shadows, it is not far-overstretched to say that McKay was one of the writers “whose intellectual pedigree was often entirely metropolitan but whose work could be characterized as providing an alternative consciousness to that of mainstream, orthodox, or establishment consciousness prevailing in Europe and the United States.”

The purpose of this case study was to investigate the effect of corpus-based feedback on the improvement in grammar accuracy in L2 writing. A few previous studies have been conducted in this field, but most of them required the participants to manipulate the concordance program, which might cause different results depending on the students’ computer skills. Therefore, the present study aimed at controlling the factor. For this six-week qualitative study, three students at different levels were asked to write 16 pieces of English writing and correct their errors using concordance lines which were provided in the form of hand-outs. The results showed that the students’ grammatical accuracy improved regardless of their levels, while the ability of the student to analyze and correct their errors varied with respect to their levels and learning styles. On the other hand, the participants pointed out that they had difficulty using the concordance-based feedback because of the incomplete form of sentences and more time to analyze errors. In conclusion, the present case study suggests the corpus-based writing feedback as an alternative way to correct grammatical errors in EFL high school students’ English writing.

This paper aims to suggest a unified model of metaphor interpretation that reconciles two competing models, conceptual metaphor model and attributive categorization model. There has been much debate about which model offers the most veridical account of how people interpret metaphors. But there is the possibility of reconciling two rival models. Proponents of conceptual metaphor and attributive categorization models of metaphor have differently sampled metaphors. Proponents of conceptual metaphor model have chosen relational and double metaphors, but proponents of attributive categorization model have chosen double and attributional metaphors. Also proponents of conceptual metaphor model have chosen novel and conventional metaphors, but proponents of attributive categorization model have chosen conventional and dead metaphors. I here offer a unified model of metaphor interpretation (31). In model (31) there are three types of metaphor. Type 1 metaphors are interpreted in a comparison mode, type 2 metaphors are interpreted in a comparison mode in some contexts and in a categorization mode in other contexts. and type 3 metaphors are interpreted in a categorization mode. Type 1 is novel, relational metaphors, type 2 is conventional, double metaphors, and type 3 is dead, attributional metaphors.

Among the many factors that affect the seech perception, the present study aims to examine lexical effect on non-native perception of foreign accented speech and its interaction with language proficiency. A majority of previous studies on foreign accent have largely put an focus on speech production factors such as the first language, age of learning and length of residence. Relatively small amount of work has been accumulated in the field of foreign accent perception. In the present study, English native listeners and advanced and intermediate learners of English participated in an auditory foreign accent rating experiment. They listened to the target stimuli and rated the foreign accent by clicking an appropriate button in a seven-point scale presented on the screen. The lexical information such as token frequency turned out to be an factor affects the foreign accent perception. Also, results revealed the significant effect of lexical frequency and language proficiency and their interaction: high frequency words were consistency rated as less accented than lower frequency ones in English native and advanced learners of English, but not in intermediate learners of English.

The goal of this study was to examine two research questions: First, would Korean EFL undergraduates use L2 parsing skills during L2 reading performance? If so, what L2 linguistic/non-linguistic knowledge would they utilize for the skills? Second, was there any relationship between L2 parsing skills and L2 reading fluency? For the first question, the participants, 52 undergraduates, were asked to answer the survey questions concerning their L2 reading behaviors in regard to L2 parsing. To collect data for the second question, the participants’ L2 parsing skills and L2 reading fluency were measured with an L2 text and a TOEIC test, respectively. The results indicated that the participants recognized the importance of L2 parsing skills and would try to use and practice the skills. They seemed to rely their L2 parsing skills on L2 lexical and syntactic knowledge. The results further indicated that there was a moderate and significant relationship between L2 parsing skills and L2 reading accuracy (r = .389, p < .01), but there was no relationship between L2 parsing skills and L2 reading speed (r = -.202, p > .05). The researcher discussed limitations of the current study and offered suggestions for future studies on L2 parsing skills in L2 reading.

It has been recognized by some critics that Robert Hass has an ambivalent stance concerning the power and limits of language. Well aware of the limits of language, Hass has had a tendency to use many sharp images in his poetry and has established a firm reputation for them. However, in his latest volume of poetry, Time and Materials, images clash with lengthy descriptions and statements in some individual poems and generally throughout the book. This paper discusses the relationship between Hass’s poetic devices and his epistemology in Time and Materials. While the images of Hass’s poetry evoke the sensuous aspects of the world very effectively, they have limitations in dealing with complex historical and political matters. Well aware of this, Hass turns to the use of descriptions and statements in many poems. And as his poetic career matures, he is writing more poems on historical and political matters employing more descriptions and statements, rather than using images.

The purpose of this study was to investigate EFL college students’ English proficiency level and affective domain such as their attitude toward English learning in a domestically-run English camp, which is a three-week boarding style camp. In addition, EFL college students’ English proficiency scores between students participated in the English camp and those participated in an intensive English program in the US were compared. These two intensive English programs were designed to increase the opportunities for college students to participate in the communicative setting, to enhance their English proficiency and to gain an understanding of cultures and customs of English speaking countries while meeting with native teachers in the camp and program. Fifty-seven students participated in the camp for three weeks, staying in a dormitory, while 18 students participated in the language program. The results of the study showed that the score difference between two group of students was 27 points in terms of TOEIC score, which was not considered critical, and also the students in the domestic camp were strongly satisfied with the program. Therefore, various types of domestic English camps or programs can be effective even in the Korean setting. Some issues, problems and concerns were mentioned for practical future programs.

Although English writing is equally important to other language skills in many areas of communication with foreigners, it has not been fairly treated in secondary school English classrooms. In this context, this study intends to investigate how English writing instruction is practiced in the classroom and what shapes the instruction. 94 middle and high school teachers were surveyed on their English writing teaching practices and their opinions on teaching English writing in the classroom. Further, 14 English textbooks for seventh through eleventh graders were analyzed. The major finding of the study is that most teachers and their students had negative opinions on teaching and learning of English writing skills. The reason behind the negative opinion is that English writing is not practically helpful in the students’ pursuit of academic success in secondary school, that is, earning admission to college. Moreover, the teaching practices and textbooks are not adequate to developing students’ English communicative abilities through written English. This study strongly recommends the inclusion of English writing skills in tests in school and class level and the accompanying instructional changes for the improvement of the current English writing teaching practices. Administrative supports and providing the teachers with proper resources and training programs are strongly needed in this regard.

Many EFL students often find it difficult to grasp the exact differences between ‘will’ and ‘be going to’ as they think many English native speakers seem to use the two expressions without any difference in meaning or in use. The basic meaning of ‘will’ and ‘be going to’, prediction for the future and the future resulting from the present situation, respectively, can explain the different uses of the two expressions related to temporal meanings, but not those like formal and informal style, interpersonal function and ordering in discourse. This paper suggested that ‘will’ and ‘be going to’ should be given the revised basic meanings, hypothetic future of high probability and factual future resulting from the present, respectively; with which we could explain better the uses related to the temporal meaning and exceptional ones as well.

This paper is to study Doris Lessing’s The Fifth Child through family trauma. According to E. Ann Kaplan, the family trauma is trauma of loss, abandonment, rejection and betrayal related to whatever the accidents are about. Deidre Barrett points out that the family trauma is related to common events that are potentially or inevitably encountered in the course of a normal life. The family trauma, which is called common or quiet trauma, can be dramatic and soul-destroying. In The Fifth Child, Ben is rejected by his parents as well as his siblings because of his unique appearance and personality. He is said to be a throwback, who might find his place in a primitive era, not in a modern society. In fact, he looks like a troll, shows anger whenever he is banned from doing what he wants, roars to show his discontent and, what is worse, is suspected of killing animals. The problem is that his family cannot accept him as their family member, nor does he get into the family. However, he makes friends with dropouts from school and becomes a leader of the group that is sure to hang around the back streets. He seems to be a shadow/dwarf, where, as Lorelei Cederstrom argues it, the family projects qualities they do not wish to see in themselves. Therefore, Ben terrorizes them as they are not ready to confront him while with a sense of alienation the family makes Ben feel frightened and moreover insensitive to the sufferings of others.

This paper aimed at revaluing the meaning of American Dream by examining the novels of 1920s and 1930s, The Great Gatsby and Miss Lonelyhearts. The Great Gatsby showed the ideal values of American Dream by the various aspects of American society. Though we tried and defined the positive meaning of American Dream from the novel, but the process of Gatsby’s dream had negative ways for pursuing it. And the absurdities of the American society after the materialization made their lives degenerated from their ethics for hope and success. From those point of view, we might find the dual representation for the reality of American Dream in The Great Gatsby. And in Miss Lonelyhearts, West presented the hopeless American society of the 1930s by the superrealistic description for the hideous reality after the Great Depression period. Miss Lonelyhearts wrote the columns to save the minds of the people, but the real intention of the columns were distorted by the materialistic desire. West described this absurd reality from the disgusting and frightful representation for the American society at that era. In conclusion, we might find some aspects for the true meaning of American dream that was just the way of expressing their ideal hope without reality. And the novels examined in this article presented the opposing way of understanding the reality of American ideals and their society.

A continuing controversy in the language learning strategy research is related to language learning strategies’ relationship to English achievements and their influence on what should be taught. The purpose of the present study was to investigate the relationship between language learning strategy and English achievements. This research was done through the foreign language component of the College Scholastic Ability Test(SAT) and the grammar test. This study surveyed 98 undergraduate students, who were divided into three groups: low, mid and high. The findings of this study were as follows:(1) It is the compensation strategy which the students use the most among the six language learning strategies. (2) Both memory and cognitive strategies show significant differences in how male and female students use them. As an example, female students use more language learning strategies than male do. (3) Both memory and cognitive strategies show significant differences among the three groups in the foreign language component of the Korean SAT. However, only the cognitive strategy shows significant difference in the grammar subject. (4) A statistically significant correlation was found between the foreign language component of the Korean SAT and grammar achievements. In addition, only the cognitive strategy was significantly related to the foreign language component. Conversely both memory and cognitive strategies were related to the grammar achievement. Finally, this research suggests that the cognitive strategy is the best indicator for predicting English achievement in the foreign language component of Korean SAT and grammar learning.

The purpose of this study was to evaluate the effectiveness of English conversation courses which employed on-line project homework along with off-line class activities with native English instructors. After 2 sections of beginners English conversation classes were taught for two semesters, questionnaires were administered to investigate the factors affected students’ satisfaction for the class and the online project homework activities. The findings of the study were: First, the off-line class with native speaker instructors and the project activities as homework assignments had a significant effect on the achievement and satisfaction for the class; second, the students’ efforts and positive affective factors significantly affected student achievement through project activities; and third, the students’ efforts, their perceived utility of the class, and their positive affective factors had a significant effect on achievement from the course. Pedagogical implications for beginners English conversation courses are suggested.

This paper addresses the non-uniformity issue in the English stress system, specifically in the distribution of secondary stress as seen in words such as còndènsátion and ìnformátion. The word còndènsátion preserves the primary stress of a stem as the secondary stress, while ìnformátion attracts no stress on the second syllable. In the previous analysis like Pater (2000), this non-uniformity of secondary stress assignment was accounted for by establishing the separate lexically- specific constraint Id-Stress-S1 for exceptional cases. This paper, however, presents a unified optimality-theoretic account of the non-uniformity observed in còndènsátion and ìnformátion by drawing on the pure phonological factors. This paper proposes that sonorant-final syllable should be subdivided into nasal-final and liquid-final one, and this division be incorporated into the constraint format of Peak hierarchy (*Peak/C). The account proposed here includes one general constraint hierarchy (Ft-Bin≫ WSP≫ *Clash, *P/nas≫ Base-Ident (Stress)≫ *P/liq) without recourse to the lexically specific constraint like Pater(2000)’s Id-Stress-S1.

Korean distinguishes two types of verbal conjunctions: tensed and tenseless. Among these two types, tensed verbal conjunction has been considered IP-level coordination since the tense marker appears in both conjuncts. Tenseless verbal conjunction, on the other hand, has been considered VP-level coordination since the tense marker appears only in the final conjunct, and it is suggested that the tense and negation in the final conjunct has their scope over both conjuncts (e.g. Yoon 1994). However, tenseless verbal conjunction is divided into sequential and non-sequential conjunctions, and more recent research (e.g. Kwon 2004; Cho 2005) has shown that sequential and non-sequential conjunctions have different syntactic structures. In this paper, it is shown that the behaviors of sequential and non-sequential conjunctions are different not only syntactically but also semantically, especially with respect to the interpretation of tense and negation in the final conjunct; unlike the initial conjunct of non-sequential tenseless conjunction, the initial conjunct of sequential conjunction (ICSC) is out of the scope of the tense and negation in the final conjunct. This difference in relation to tense and negation, thus, provides additional support for the claim that the two types of conjunctions have different syntactic structures, i.e. ICSC is an adverbial adjunct.

Nowadays, the borders between countries have started to disappear. Traditional concepts of national identity and national culture are being replaced by new global identities. In the past, Asian immigrants arriving in the West were marginalized and suffered much when confronted by new and unfamiliar languages and cultures. However, the second or third generations of the original immigrants and the financially successful and educated new immigrants have started to enjoy a significantly enhanced quality of life, without feeling any barriers due to language. These changes are very evident in the works of contemporary Asian-American women writers such as Kim Wong Keltner’s The Dim Sum of All Things and Caroline Hwang’s In Full Bloom. The main point of this article is to analyze the problem of self/ethnic/cultural identity of intelligent Asian-American women in these two writers’ works. These young women writers use satire and humor, imitating and subverting the conventional plot of a sentimental mother-daughter relationship or a spiritual trip to the motherland. Their works sometimes appear less sincere and very shallow like a popular love story. However, they very effectively show how these intelligent, young women suffer from the humiliation of being stereotyped by an invisible racism towards Asians which is cloaked behind the policy of multiculturalism. Even though they have been assimilated into the mainstream of white society almost perfectly, their ethnic identity is still unstable.

Frege (1892) and Russell (1905, 1919) tried to define the meaning of proper names with definite descriptions, called ‘description theories of proper names,’ while Strawson (1950), Donnellan (1966) and Kripke (1972) argued against the description theories of proper names. Before them, Mill (1843) insisted that proper names are not connotative but they denote the individuals who are called by them, which is against the description theories. The major issues of this debate are what the meaning of proper names is, whether the meaning of proper names can be defined as definite descriptions or not, and what it is, if possible. In this respect, this paper aims to investigating historical debate on the description theories of proper names. To do this, Mill (1843) is investigated in Section 2. Frege (1892) and Russell (1905, 1919, 1956) as representatives of the description theories of proper names are investigated in Section 3. Strawson (1950), Donnellan (1966) and Kripke (1972) against the description theories of proper names are investigated in Section 4.