Earticle

The paper presents an OT-based analysis of Korean nominal suffixes and argues that the so-called local conjunction (LC), which is a conjoined constraint consisting of two independent constraints, is necessary to account for some morphological puzzle. More specifically, in Korean, epenthesis is phonologically enforced to drive the different allomorphs of some nominal suffixes (e.g., accusative suffixes [ɨl] and [lɨl]). However, this does not hold for all other nominal suffixes (e.g. locative suffix [e], which do not have any allomorphs. Under the current OT framework, the epenthetic behavior of Korean nominal morphology cannot provide the consistent language-specific ranking between faithfulness (e.g., DEP-IO) and markedness constraints (e.g., ONSET, NO CODA). In order to solve this ranking conflict of the constraints, I propose here a locally conjoined (i.e., LC) constraint, [ONSET & NO Coda]δ. The LC can solve the morphological puzzle well without assuming a highly complicated constraint. In addition, I further discuss the theoretical and empirical properties of the proposed LC. The suggested LC, [ONSET & NO Coda]δ, is strictly restricted to a local domain (i.e., a syllable boundary). This is on a par with the universal condition of LC. Furthermore, [ONSET & NO Coda]δ is attested in other languages such as Italian or Dutch (Tranel & del Gobbo 2000). Therefore, LC is necessary for the analysis of some morphological puzzles.

The purpose of this study is to present an unified and systematic account for the multiple uses of English past tense based on a cognitive- semantic approach. In this study, it is suggested that the non-temporal meanings of past tense in English are extended from its temporal senses through conceptual metaphorization in a cognitively oriented way. This study also claims that a relationship between the non-temporal uses of English past tense and its temporal function is licensed by virtue of a conceptual correlation between the speaker’s conceptual dimension and the proximal-distal distinction, presenting cognitive-semantic factors such as possibiliy, cognitive salience, cognitive commitment to actuality, indirectness, and so on. In a pedagogical context this kind of approach may be useful to draw EFL learners’ attention to those cognitive-semantic aspects of English past tense that are especailly relevant for its pragmatically motivated uses. Following an analysis of the non-temporal meanings of the past tense on the basis of a cognitive-semantic approach, pedagogical implications are offered for teaching the non-temporal uses of English past tense.

Ecocriticism is an activity which adapts us better to the world and may possibly play a role in the welfare and survival of mankind through the insight it offers. Therefore, it is very imperative that children’s literature be concerned with social issues related to environmental problems and the interconnection between nature and culture. This paper is focused on the ecocriticism of three picture books and three young adult fictions: Brother Eagle, Sister Sky, The Lorax, Zoo, Charlotte’s Web, City of Beasts, and Calypso Dreaming. For the approach to these children’s books, three ecocritical positions were applied; ecocentrism, deep ecology, and ecofeminism. In these books, the writers use each story as a vehicle to question the central beliefs of our society concerning the environment, and these stories also bestow artistic as well as scientific ecological insight and commit to the preservation of the biological diversity of the planet for all its inhabitants. It is old knowledge that we make and are made by the environment where we live. We are part of the environment and human beings can affect it negatively as well as positively. The future world of the environment will bear the imprint of human endeavor and aspirations. It can be either utopia or dystopia.

The purpose of the study is to explore Korean college students’ beliefs about translation in English learning and to investigate whether translation strategy has a significantly positive effect on business English learning. The data from survey questionnaire suggested that most participants hold the belief that translation plays a positive role in their English learning process and that they frequently use translation as a learning strategy. The three experiments found that (1) translation learning was more effective than context learning in learning new business English words; (2) translation benefited participants’ business English reading in terms of enhancing their reading comprehension and translation during reading helped improve their ability to comprehend sentence structures appearing in the text, and (3) the translation task was more effective in helping participants acquire the ability to produce English sentences with a target structure than the direct writing task, so translation could be a useful tool in helping improve writing accuracy.

The problem of subject selection is one of the frequently discussed topics concerning the lexical semantics-syntax interface. In the present article we have critically reviewed three representative approaches: the thematic hierarchy approach, Randall’s (2010) lexical decomposition approach, and Dowty’s proto-role approach. Dowty’s (1991) analysis seems to have greater explanatory power than the other two, but it is far from satisfactory in that it cannot account for subject selection in sentences containing symmetrical predicates or location subject predicates. Building upon the observations by Levin and Rappaport Hovav (2005), Wunderlich (2006), and Dowty (2000), we have claimed that topicality of an argument plays a crucial role in subject selection when the two coarguments have (almost) the same number of proto-role entailments and that the semantic idiosyncrasies of the location subject sentence are attributable to the topical nature of its subject, not to the polysemous nature of the predicate, as Dowty (2000) claims.

The purpose of this paper is to analyze how the established control sentences can be explained by Equi-DP analysis. For the Equi-DP analysis, three motivations are provided. Firstly, sentences are derived in a bottom-up fashion. Therefore, if we consider control sentences under minimalist syntax, a look-ahead problem arises since the pronominal PRO appears prior to its antecedent in the higher phrase. Secondly, unlike finite T, infinitival T has no tense feature, which means it cannot check any case. Finally, infinitval T doesn’t have EPP feature, so that a DP in the Spec-VP doesn’t move to Spec-TP. Under those assumptions, when a DP is merged in the embedded Spec-VP, this DP gets its thematic role by the embedded predicate. However, since infinitival T has neither tense nor EPP feature, the DP remains in the embedded Spec-VP but cannot check its case feature. Following Stroik’s Survive Principle, since the DP still needs its case feature checked, it survives in the numeration and ready for further syntactic operations. The same DP, so-called Equi-DP is remerged when the case-checking element appears in the derivation. When the derivation is complete and transfers to PF and LF interfaces, the DP gets its phonetic interpretation at its case-checking position and semantic interpretation at its thematic role checking position. Hence, under Equi-DP analysis, ad hoc explanation on control with PRO and null case is not required anymore.

Language and communication are a conspicuous aspect of Native Speaker. In this sense, Native Speaker is a drama of communication. Various forms of communication are highlighted and dramatized in the novel. Chang-rae Lee presents his characters being placed in some type of communicative circumstances with language as a highly valued commodity. This paper examines Korean American protagonist, Henry Park’s communication anxiety and analyzes how it is figured in his formation of a new American self. Lee is “playing” with the word “native speaker” and he does not mean the word just literally. The author explains that his book asks a question as to what it means to be a “native speaker” in America. This paper argues that Lee is in effect questioning the ownership of language and culture in Native Speaker. Lelia, Henry’s wife’s declaration of her being the standard-bearer of the language and her reluctance to consider Henry “a native speaker” is also examined as an irony Lee intended in the book. As a native speaker and as the standard bearer, Lelia represents the white middle class American, whose invincible complacency is being searched out by neo-Americans like Henry. Henry, having mastered the language and the culture of America, emerges as a man who transcends ethnic boundaries and obstacles.

The purpose of this paper is to identify DeLillo’s consciousness of environmental crisis by analyzing White Noise with an emphasis on the major characters’s paranoia of death. The novel consists of three parts as follows: “Waves and Radiation,” “The Airborne Toxic Event” and “Dylarama.” First, in Part 1 DeLillo shows us the post-modern environment full of multiple environment risks caused by waves and radiation. The protagonist Jack and his wife Babette are obsessed by the paranoia of death because of multiple environmental risks. Second, in Part II the chemical toxic event becomes the most crucial of risks that drives Jack to the fear of death. Jack’s concern about death is transformed into the simulation of computer data. Third, in Part III Dylar is an experimental drug derived from another chemical substance which lessens the fears of death. So Babette has obtained the drug to suppress the fear of death. Nevertheless, she suffers from the loss of memory because of the side effects of this pill. In view of above results, I insist that the novel is an excellent environmental text in post-modern society in that various environmental risks revealed in White Noise create a moral climate that contributes to solving environmental problems.

Robert Frost’s view on woods in his poetry is very diverse compared with those of Emerson and Thoreau. Ralph Waldo Emerson regarded woods as the spiritual training center. And Henry David Thoreau was aware of the wisdom from his living in Walden woods. But Robert Frost realized the comprehensive insight through his life as a farmer in the woods. In the woods, sometimes Frost kept a harmony with nature, and was cured mentally even by dropping of snow dust. But he often felt fears by the dark woods and its indifference toward man’s will. In other words, nature’s indifference means that nature has its own principle without concerning about man’s daily affairs. For that reason, ironically, man can be aware of and cultivate his wisdom for his survival in this wild world. From that point, man can be diligent and awakened instead of being lazy as well. Above all, Frost had an outstanding insight into the dark woods. He wrote like this, ‘The woods are lovely, dark and deep,’ in his “Stopping by Woods on a Snowy Evening.” The phrase, ‘dark and deep.’ I think, has a profound meaning. Because we cannot figure out the abyss of our life throughly, from this view we can call our life ‘dark and deep’ one. So the woods can be compared to our life, and then the woods would be the symbol of our life. Finally speaking, Robert Frost has the wonderful insight into the woods. Moreover this insight cannot be limited to any pointed era because his thought is open and universal at any time.

This study aims to analyze the benefits and problems of the English Program in Korea (EPIK) and to suggest desirable measures for improvement. Despite many benefits of the EPIK program, there are various problems including the low qualifications of guest English teachers. For the purpose of this study, 45 English teachers and 40 school administrators were interviewed. The following suggestions are the result of this study:(1) employ guest English teachers who have desirable characters and appropriate abilities as educators,(2) improve orientation for new guest English teachers,(3) train English teachers and guest English teachers in effective team teaching skills,(4) establish of a division for English teaching and international affairs in elementary and secondary schools,(5) set up a committee for the evaluation of English education and EPIK.

This study attempts an error analysis on the use of English verbs by Korean students attending a mid-leveled local university. After classifying 11 important items on the basis of tense and other features, the total of 27 detailed sub-items (concerning forms and usages) are introduced. The study has analysed the results of final exams of 250 non-English major students. In order to have correct interpretations of the results, Statistical Analysis System has been applied for ANOVA at the level of 5%. According to Duncan Grouping Method, each of the sub-items has been assigned a certain group based on the mean score of errors. The results show that Korean college students are likely to make more or less errors for some particular English items. It is noticeable that most errors are found in future-related verbal constructions. Some of the interesting findings are the uses of: 1) the present tense in subordinate clauses, and 2) the present progressive for a sentence subject’s strong intention about future events. Contrary to our expectations, much fewer errors are found in such peculiar English constructions as: 1) the present perfect tense for meanings of continuation and experience, 2) the inflectional morpheme ‘-s’ for a 3rd person singular subject, and 3) the present progressive tense for its common usage. It is suggested that teachers need to be more informed about the problems of their students regarding the use of English verbal constructions. More data-based and experimental study should be done on detailed aspects of errors of English verbs.

Tennyson is well known as one of the most representative Victorian poets and a representative man of the nineteenth century, and there can be no other opinions in this matter. It's not only because he reflected vital parts of the Victorian experiences in his poems, but because his contemporaries recognized him as a leader of their culture and thoughts. That “Tennysonian” became through the years unavoidably synonymous with “Victorian” shows the general public’s reliance on him and his contribution to his age. But he could not satisfy the only role as a spokesman to his age whom the society wanted. He continuously came into conflict between the poet as a public leader and the role as an aesthetic recluse. He was the poet who was more sensitive to the social demand than any other poet in his age. But in an effort to satisfy the public need, Tennyson was torn between two impulses: his natural bent and public’s insistence. His natural bent was for intensely personal expressions. But to provide a firm guidance in the problems of his age, was a task that sometimes appalled him. The result was a conflict between the poet as a public leader and the poet as an aesthetic recluse which is manifested in Poems(1842). He tried to find a reconciliation between the two voices in it. To examine this process is the purpose of this paper.

Little critical attention has been paid to Byron’s Marino Faliero, in particular, his evident concern with the feature and boundary of the protagonist’s unswerving willpower to pursue political intrigue against the ingrained corruption of Venetian oligarchy. This paper contends that a number of textual instances clearly exhibit the recurring motif such as the Doge’s assertive resolution for the rebellion which brings about its ironic, tragic consequences to both the protagonist and his conspirators. The main purpose of this article is to investigate how the poet depicts the irresolvable, conflicting relationship between Marino Faliero’s freedom of will and its externalization in the social organization regulated by Venetian aristocracy. The paper focuses on the procedure of the protagonist’s exercising of his willpower, which is intertwined with his own sense of fate and simultaneously the adverse, outer forces inherent within the arbitrary, corrupted power of the Council. Byron gradually unfolds the Doge’s vigorous pursuit of the freedom and glory of Venice, which features his rebellious attitude toward Venetian oligarchy. In portraying this, the author, at the same time, accentuates the questions of dilemma and limitation of man’s free choice, which struggles with the general will of the political organization. In addition, he elaborates other dramatic characters like Angiolina, Bertram and his defiant comrades, who play crucial role in propounding the complex, subtle aspects of the Doge’s willpower and activities.

This essay is a comparison between Snow White and Coleridge’s poem “The Three Graves” from the perspective of the Oedipus conflict. In both cases some unhappy or tragic situations occur through competition or conflict among close family members, especially between family members of the same sex. Snow White and “The Three Graves” share the disposition of the Oedipus conflict in that mother and daughter compete each other for the place of most superb beauty or lover. Though in Snow White the competition is between a step mother and a daughter, some critics argue that the mother was replaced by a step mother in the course of time for the purpose of telling the story. The beauty competition is likely to be for the invisible object, namely the king himself. In the case of “The Three Graves,” the competition or the conflict between mother and daughter is more explicit. In this poem mother is not disguised as step mother. The mother was good to her daughter before they started competition. However, as soon as she was attracted to the young man who wooed her daughter, she changed into a wicked mother. And the moment she was rejected by the young man, she cursed her daughter and this curse had a catastrophic influence on her daughter. In both Snow White and “The Three Graves” the competition or conflict between mothers and daughters causes pain and suffering to daughters and death to the mothers. Though Snow White has a happy ending, its theme of Oedipus conflict echoes in “The Three Graves” which tries to reveal the dark region of the human mind, as fairy tales often do.

Kes in HiRC constructions cannot be an expletive such as there or it in English. More specifically, kes in HiRC constructions is a demonstrative anaphoric proform referring to the preceding subject or object within the relative clause. Kes in HiRC constructions bears phi-features such as person or number and semantic contents. Kes in HiRC constructions is an anaphoric pronominal: that is, kes in HiRC constructions bears an anaphoric property, even though it is not c-commanded (Kwon 2010). Kes in HiRC constructions can be substituted by the demonstrative anaphor ku casin ‘the himself’ or ku kes ‘the thing’, according to whether it refers to the preceding [+human] or [-human] singular subject or object within the relative clause. Principle A cannot regulate the demonstrative anaphor ku casin. In this vein, it has been shown that the demonstrative anaphoric proform kes in HiRC constructions is compatible, even though it is not c-commanded by its precedent: that is, the demonstrative anaphoric kes in HiRC constructions is Principle A-free. While the donkey anaphora can appear as a pronominal in English, kes in HiRC constructions cannot be replaced by the third person pronoun. Unlike the noun or pronoun kes, kes in HiRC constructions can refer to the respected or the noble, since it can bear the same syntactic and semantic properties as its honorific precedent.

This study attempts to prove the effectiveness of Uta Hagen’s acting method in English literature class. One of the most prestigious contemporary actresses and acting teachers, Hagen creates six steps for actor students to help them build their characters based on a play analysis. She stresses on analyzing a character through following questions: Who am I?; What are the Circumstances?; What are my Relationships?; What do I Want?; What is my Obstacle?; What Do I Do to get What I Want?Although Hagen’s method is originally for actor students, I believe that an actor him/herself is a reader of a play like a literature-majored student of mine. The actor needs his/her imagination and creativity to create his/her own character. Likewise, literature class requires the student’s ingenious and original analysis of a play. The researcher’s belief that the approaches to the play between the actor and the literature-majored student are not far different has been verified according to the result of the survey. This study is centered on two research questions: first, How does Hagen’s acting method deepen students’ understanding of drama texts?; second, How does the method facilitate the process of performance making? Despite some of limitations in research, the respondents acknowledged the strength and benefit of engaging Hagen’s six steps for better understanding of a play as well as for better stage performance.

This paper presents a unified compositional analysis for dependent plurals and anti-quantifiers. Choe (1987) has previously put forth a theory of distributivity, acknowledging the parallelism between dependent plurals and anti-quantifiers. Yet, his theory faces some shortcomings. Developing the limitations, I address a number of unanswered questions, arguing that both dependent plurals and anti-quantifiers are pluralization operators. Although dependent plurals and anti-quantifiers are essentially uniform, their functions are not entirely overlapped. Therefore, in capturing their uniformity, I also articulate the slight distinction between them which is the very reason why the two different forms exist in the grammar. My account that spells out not only the essential similarity but also the marginal difference between dependent plurals and anti-quantifiers has not a few advantages compared to Choe (1987). My analysis doesn’t need an i-part operation that is stipulative. I don’t face apparent counter-examples. My account relieves the grammar to high extent by not postulating an independent module of distributivity. Even more, in my account, the fact that dependent plurals produce distributivity is not coincidental but reflects a fundamental linguistic principle. Fifth, my account correctly captures that dependent plurals are more basic than anti-quantifiers in their function. Lastly, my analysis is compositional and thus is fully formalized.

The analysis of resultative sentences in this paper is based on Goldberg’s (1995) constructional view. Under the constructional view, resultative sentences are assumed to be composed of verbal subevent and constructional subevent. Accoring to Goldberg and Jackendoff’s (2004) Causal Relation Hypithesis, the verbal subevent and constructional subevent must be integrated via causal relationship. For the causal relationship, I suggest two types of causal relationship, direct and logical cause-result relationship and indirect and phenomenal cause-effect relationship, and describe the causal relation by the combination of features, [logical] and [phenomenal]. I also revise Goldberg and Jackendoff’s (2004) Causal Relation Hypothesis, saying that the verbal subevent and the constructional subevent must be integrated via a [+logical, +phenomenal] causal relationship. With the revised causal relation hypothesis, I can give an explanation for the various grammaticality on the resultatives, and provide a unified account for the semantic constraints between verb and argument and between arguments. The revised causal relation hypothesis also suggests that the whole sentences should be considered in deciding the grammaticality of resultatives rather than the categories which cause a conflict in meaning.

Teachers spend a great deal of time and effort with assessment in the classroom, and they see the task as essential in school systems for many reasons. The current study was concerned with underlying assumptions and beliefs when they make their assessment decisions in the college classroom. Three English teachers were interviewed and their cases were analyzed for their assessment practices and underlying reasons for their chosen components and methods. The findings indicated that the biggest factor weighing on teachers’ decisions in classroom assessment is reporting/grading. Despite the fact that teachers had autonomy and latitude to design and implement their own forms of classroom assessment, they placed high priority on managerialist demands before pedagogically-oriented information; teachers wanted their assessments to be objective and impartial. Classroom assessments were also chosen as a tool to effectively promote students’ engagement in study and check their understanding. Surprisingly, teachers cared about producing summative assessments for schools rather than formative assessments for supporting learning. Future research questions are provided in the paper.