Earticle

The main purpose of this paper is to provide an analysis of the acquisition of split antecedence in L2 English by Korean learners. First, we have argued against the pronominal anaphor analysis. Second, we have maintained that the ability to take split antecedents in Korean unlike English may be viewed as a property of the plural morpheme tul, rather than that of the reflexive itself and that the permitted pronominal split antecedence is consistent with the Principle B effect, just as in English. Third, we have claimed that in the case of both anaphor binding and pronominal binding, the Korean adults show a strong preference toward the long-distance split antecedents. This in turn suggests that the adults do not entertain the hypothesis that anaphors and pronouns are in complementary distribution. In addition, the results of our experiment clearly illustrate the fact that in the case of reflexive binding, learning takes place through positive transfer and negative transfer of native binding. The results of our experiment also indicate that the adults did not completely capture the properties associated with English pronominal binding. This is motivated by the fact that English pronominal sentences pose a problem in applying Binding Principle B by the adults. We have also noted that the Korean learners of English did not judge split antecedence of English pronominals in accordance with their L1, namely transfer. Finally, we have argued that in the case of pronominal binding, the acquisition of long-distance binding in L2 English by the Korean learners may be affected by Universal Grammar, whereas in the case of anaphor binding, the acquisition of long-distance binding in L2 English by the Korean learners may not. Thus it seems reasonable to conclude that Binding Condition B may be part of the innate endowment that children bring to the language acquisition task, but Binding Condition A may not.

This paper aims at analyzing a modern approach to disparate regions and inter-connected places as Cather examines and questions the formation of place attachment in a changing modern landscape. In these two places such as Tom’s mesa and St. Peter’s garden, Cather raises serious questions concerning how they participate in disparate regions and places. While Tom and St. Peter are clearly identified with and become attached to particular regional places, their attachment is complicated by their personal attitudes and genealogical backgrounds. Tom wants to be a synthesis of all of the mesa’s individual parts—the landscape, its colors, its ancient inhabitants, its architecture, its history, stories, and myths into a collective whole. His assertion of his genealogical rights to this synthesis makes him move from a position of citizen to one of owner, and from a feeling of belonging to one of possessing. By the way, St. Peter can renew his attachment to take his childhood memories and their time on garden of his old house that commingle natural cultural aspects of gathering, hospitality, and belonging. His resulting acquiescence to life in the new house suggests that a change in time be a permanent condition, returning to the inter- connections between places and communities as a larger spatial network. Ultimately, this novel suggests that an individual sense of place attachment that cannot be successfully communicated or shared with others will be unsustainable due to the competing definitions of value that face a modern industrial world.

This paper addresses that Wh-scrambling in Korean is closely related to the discourse-based operation required by information structure of a sentence; especially, it can be analyzed as movement of D-linked Wh-phrases in the sense of Pesetsky (1987). This paper stands against the traditional view that Wh-scrambling is analyzed as either an optional Wh-movement or Focus movement. Rather, providing the counterevidence that Korean Wh-scrambling does not have any typical properties Wh-movement and Focus movement usually show in other languages, this paper has throughly argued that in certain syntactic and semantic respects, scrambling appears to mark a direct object Wh-phrase D-linked by placing it in the left periphery of a sentence. As a result, this paper suggests that scrambled Wh-phrases are derived from D-linking movement, which is a narrow syntax operation to the edge (more specifically. Spec, ΔP) of CP for checking a discourse feature (i.e. [+Δ]). From a semantic perspective, D-linked Wh-phrases should be interpreted as non-quantificational, presupposed and specific. These semantic properties are sharply distinct from the ones of typical Wh- or Focused phrases.

This paper aims to distinguish between metaphor and irony, two major modes of nonliteral discourse. This paper, revising the distinction of metaphor and irony that Winner & Gardner(1993) suggested, proposes the revised distinction between metaphor and irony as the following figure shows.

The methodology of word syllabification of English dictionaries takes the different principle from that of English pronunciation dictionaries. And all the English dictionaries observe the same principle in the word- syllabification, but the syllabification of English pronunciation dictionaries show different syllabification, based on the different principles. This study analyzes the different methodologies of the two English pronunciation dictionaries, and tries to find the dictionary which shows us the closest pronunciation to Korean language. English as a phonogram is a stress-timed language. However, Hangul is a syllable-timed language as well as a phonogram. Therefore people who are taught Hangul are required to pronounce it clearly and precisely. However, in case of English words, stressed syllables are pronounced longer and more loudly. There is no fixed rule in Hangul about what word should be loudly pronounced. And it is difficult to distinguish a long vowel from a short one in Hangul because the length of vowels has no effect on forming syllables of words unlike English words. Which is more useful to people who use Korean as a native language, Cambridge English Pronunciation Dictionary or Longman English Pronunciation Dictionary? The former attaches importance to an initial consonant and the latter gives weight to a final consonant. Therefore, the Longman English Pronunciation Dictionary is more useful to Korean learners of English who can pronounce the final consonant than Japanese learners of English.

This essay aims to examine the influence of imperialism in England on the poetry of Gerard Manley Hopkins. After he joined the Jesuit community, having a strong ‘Englishness’, he wanted England to be converted to the Catholic Church to recover the spiritual and national glory of England. His ambition was based on the duty of a Jesuit missionary and passionate patriot. And also, it was closely related to the imperialism which was widespread in England at his time. England was an Empire which had economically and territorially expanded its power oversees. He wished Catholic England would have led all the world to the Catholic Church. Just as the Jesuit was the soldier of Christ to convert all the world, so was the English Army the foots of the Empire. Therefore, the military force of England was very important to him like most other Victorians. Moreover, he hated anything weakening the bond of the world-wide Empire. Ireland was continually trying to get Home Rule, which, he thought, was a certain blow on the Empire. He neither understood the Irish’s hope nor enjoyed his life in Ireland. There, he became a jingoist and an active poet to propagate the ideals of England’s Empire.

The purpose of this study is to investigate how a modified balanced literacy approach affects Korean elementary school students’ English literacy skills, especially their English writing skill. It also suggests pedagogical implications on how to teach English literacy skills more effectively to Korean elementary students. Twenty four elementary school children participated in this research. Their writing samples, and literacy tests scores were used for analysis. The students’ writing samples were collected one time a week while those students were involved in an immersion English program which lasted for four-week period as an extracurricular program. For the analysis, the researcher’s continuous and repetitive perusal has been adapted to find out the meaningful breakthroughs in those writing samples, in terms of the understanding of syntactic structure, spelling and vocabulary, and the given content. Korean EFL elementary students are commonly likely to commit errors in using verbs, and seem to have most errors in wring spellings of vocabulary. Also the evidence of their code switch of English and Korean was found in Korean EFL students’ writing samples. Based on the results of the study, several pedagogical implications for more effective literacy instruction are suggested.

Examining Vonnegut’s pursuit of developing narrative strategy, this paper reviews Vonnegut’s narrative quest and analyzes how the narrative strategy of taking advantage of alter ego effectively contributes to delivering his message and vision to his readers. As Vonnegut believed narrative strategy would help him effectively deliver his message to readers, he has always been concerned about his narrative quest, creating many characters who perform certain roles for him, particularly Kilgore Trout series. Trout, as an alter ego of Vonnegut, especially represents the author, accompanies him as a friend and leads the life of a writer in several of Vonnegut’s works. In addition to that, other repeated elements such as names and places also play roles in Vonnegut’s cosmos. Reviewing Vonnegut’s kaleidoscopic cosmos in which one should examine the mutations that shape his most striking literary techniques with his plots, anthropological issues and basic philosophical beliefs, we realize that analyzing his narrative strategy could be a good way to acknowledge the author’s main idea and messages, ultimately leading to a better understanding of his literary themes and apocalyptic vision. Vonnegut, with the narrative strategy in his mind, has effectively conveyed his messages and vision not only by having Trout, his alter ego, represent him but by distinguishing himself from his own alter ego.

This paper attempts to account for nasal place assimilation, focusing on phonological variation which has been problematic in OT. We review the previous analyses of nasal place assimilation and two approaches to phonological variation. The multiple constraint hierarchies (or co-phonologies) approach and free-ranking approach may account for variation but have problems such as radically different subgrammars/ outputs or various subhierarchies. Rank-Ordering Model of Eval (ROE) proposed by Coetzee (2006) is applied to phonological variation with regard to nasal place assimilation in Korean and English. In ROE, Eval assigns a harmonic rank-ordering to the whole candidate set, and two or more candidates are possible as variants. This model presents an analysis of variation without radically different subgrammars/outputs or various subhierarchies. In order to account for phonological variation regarding nasal place assimilation, we use constraints ID-IO(Onset), *[n[+labial]]Wd, Max ([+velar]), [...V_(str)N(αP)+C(αP)...], ID-IO(Coda), and Agree(Place) and a single ranking hierarchy. This analysis needs further research with regard to the frequency of variants depending on speech styles in the future.

This study aims to look into the thematic design of the works of Bernard Malamud and Ernest Hemingway in view of Judaism and Code. Malamud is chiefly interested in establishing Judaic values to restore human dignity, and Hemingway’s chief literary purpose is to embody his own sportsman code to maintain human decency, even in the face of death or harsh reality. For Malamud, Judaic values inherent in Judaism are based on an ethical monotheism which is Bible-centered. They are characterized by Jewish covenant with God, humanism, and moral action. They represent human confidence in God and provide proper reasons for man’s meaningful existence. Judaic values are concerned with “goodness,” “love,” “mercy,” “humanity,” “dignity,” “responsibility,” and so forth. These positive values spread throughout Malamud’s fiction. Most of Malamud’s protagonists achieve their moral growth by embracing Judaic values through their suffering or hardship caused by their ego-centric lifestyles. Malamud ironically shows that the protagonists’ realization of Judaic values is consistent with their observance of Law, which is essential to the cure for their fragmented selves. In Hemingway’s literary world, engaging in any athletic activities such as bullfighting, fishing, hunting and any other sports in the correct way entails the values involved in writing which is true to himself and readers, which corresponds to his ethical attitudes. For Hemingway, the true sportsman, or the faithful writer, or the reliable hero acts on the sportsman code exercising self-control and grace and courage so that he can maintain his own human dignity. In conclusion, Malamud’s treatment of Judaism is in agreement with Hemingway’s deal with the sportsman code, for both writers establish human integrity to keep civilization from destroying itself to save humanity.

The aim of this thesis is to demonstrate the meaning of Santiago’s dream and self-fulfillment. A dream enables a man to project himself towards his purpose of life. In order to realize this dream, Ernest Miller Hemingway (1899-1961), one of “Lost Generation” writers, tried to pursue ‘American Dream’ for the faith of life. The concrete value that he searched for was intensity. Hemingway’s life of such a value is reflected in his conclusive work, The Old Man and the Sea (1952). There he instructs us to strive for the accomplishment of our dream by ourselves. Santiago’s dream and the process of realizing it is also being dealt with. Santiago’s dream is always to fish a nice fish. So he alone goes too far to the sea to escape from his salao of no fish state for 84 days. He wanted to perform his sense of destiny as a fisherman by and for himself. In this sense he had to fish a big fish and take it home proudly. At sea he caught the biggest marlin by good fortune that he had never seen in his lifetime. He fought against the strong fish desperately with all his endurance, strength, and courage to make it his possession. After the bloody competition with the marlin for three and a half days, he succeeded in fishing the marlin at last. By this he could recover his downgraded pride. But, ironically, much blood bled at the body of the marlin caused a host of sharks to take the marlin by surprise repeatedly. The big fish which means dream itself made Santiago’s life meaningful and glorious. So his dream is the concept that includes the eternal self-fulfillment and process of human life, transcending time and space, life and death.

This study was to perform a needs analysis among Korean middle school students in order to design an effective notional-functional syllabus. In designing a more effective syllabus for students a needs analysis seems imperative according to the theoretical perspective that productive language teaching has to be based on student’s needs including their proficiency levels, interests, motivation, and so on. Data also should be collected on the needs of their parents and teachers. The participants in this study were composed of 240 students, 35 teachers, and 35 parents, to whom questionnaires were distributed. The essential data were analyzed by the frequency test. This study suggests that the following notions and functions be utilized in the teaching of middle school students in Korea. 1) Communicative notions: hobbies and interests, the internet, computer games and MP3 players, thoughts and opinions, restaurants and dining, movies, performances, and exhibitions, etc. 2) Communicative functions: expressing gratitude, reacting to an expression of gratitude, expressing interest and inquiring about lack of interest, providing reasons, opening a conversation, expressing liking and disliking, etc. The notions and functions proposed in this study can prove to be very helpful for teachers, syllabus designers, and curriculum developers. It is also hoped that the results of this study in needs analysis will help bring classroom practice into line with learner needs.

This paper examines the question of why some people desperately attempt to undertake a project of representing their life in the form of a written narrative. Almost everyone appears to have this narrative desire, the desire for story, which gets strongly prompted especially when they realize that their days on earth are numbered. The acute awareness of their mortality stimulates their desire for narrative, that is, the desire for immortality. Edward Said undertakes to narrate his early life in the region called Palestine and its surrounding area. This narrative desire gets motivated by his realization of a deadly disease, leukemia. Interestingly, Said’s memoir Out of Place is more about his experience of exile from the early years of his life than about his painful experience of the treatment of leukemia. Said’s exile and leukemia interact in the process of producing his memoir. I thus explore and elaborate on this topic in my paper. Furthermore, Said extends his personal, familial experience of exile to the collective history of the same experience by Palestinian people. In relation to this point, I consider how Said’s memoir can serve as an alternative historiography which counters against the hegemonic discourse of Palestine and Palestinian people constructed by Zionists. Memoir as an alternative historiography, I argue, can effectively become part of and contribute to an extensive historiography of Palestine and Palestinian people. Memoir as a project of rewriting the past can also serve as a cultural politics of remembering.

The purpose of this study is investigating target needs of doctors to develope an ESP course for medical students in Korea. 213 medical doctors’ survey were analyzed. The anonymous survey consisted of parts pertaining to personal information, doctors’ English needs, and open comments about English education for medical students. A total of 97 functions categorized into 15 notions attained from doctor’s common tasks were used in the survey to rank them in order of importance. SPSS Ver.18.0 was used to produce descriptive statistics for the totals, means, frequencies, standard deviations as well as the percentages of the survey items. The degree of importance of 15 notions and 97 functions was ranked based on the mean values. T-tests and ANOVA were used in comparing results among different groups of doctors. The main findings of this study show that English skills are mostly needed in doing research or participating in other academic activities and in seeing patients. More specifically, notions such as ‘research,’ ‘communication with patients and their families,’ ‘managing documents,’ each ranked 1st, 2nd, and 3rd. It was found that speaking ranked first, followed by listening, writing, and reading in order of importance. These results also show differences in people’s needs depending on factors such as living experience in English speaking countries, the duration of employment, or the type of medical institute.

The number of Korean study-abroad children has increased in the past decade, on the assumption that studying abroad is one of the most effective ways to become proficient in another language. This research compares the linguistic features of argumentative writing in Korean EFL middle school students who studied abroad and those who had only formal classroom lessons in Korea. It also examines the relationship between the linguistic features and writing proficiency. Sixty-five middle school students (N = 65) participated in this study and their compositions were coded for lexical richness, syntactic complexity, grammatical accuracy, fluency, cohesion, and written discourse features. The results show that the study-abroad group outperformed the group of students who stayed in Korea in fluency and the use of written discourse features. However, there were no significant differences in lexical richness, syntactic complexity, grammatical accuracy, and cohesion. Furthermore, the results from multiple regression analysis indicate that text length, error-free T-unit ratio, and academic word list words could be a significant predictor of the variance of writing scores of both groups. These findings have important pedagogical implications for EFL writing.

The purpose of this paper is to analyse how Lucy tries to overcome the mother/motherland represented as a trauma in the theme of mother- daughter conflict and proceeds to mold her independent identity as a writer in Lucy. This paper also focuses on analysing how Lucy’s troubled relationship with her mother is represented as a metaphor for her troubled relation with her colonial Antigual culture and colonial motherland. As the critic Leigh Gilmore remarked, “the trauma surrounding the mother- daughter relationship is enigmatic in Lucy” (108). Despite Kincaid’s frankness in discussing Lucy’s trauma and by extension her own trauma, there remains a reluctance on Kincaid’s part to describe in specific details her shameful and painful secrets of her mother and past life. Lucy’s first reaction to get rid of the shadow of her mother staying as a part of her self is to return maternal contempt with countercontempt by showing her defiant anger and intense animosity and by embodying a “bad” identity such as a “slut” and Lucifier. However, at the end of Lucy, Lucy overcomes her fierce rage and shame toward her mother/motherland and proceeds toward the stage of recovery from her trauma through her descent into mourning. Lucy shows her will to reconcile with herself and to create her new identity as a writer by mourning the loss of her mother/motherland that she has felt almost intrinsic to her being and considered as her trauma.

Charlotte Perkins Gilman’s “The Yellow Wallpaper” primarily focuses on exposing how patriarchy can lead to women’s mental illness. Women in the 19th century were trapped by the myth of ‘The Angel in the House’, which caused ‘hysteria’ for many Victorian women. This paper examines the madness of women in the 19th century with reference to Michel Foucault’s Panopticon. The narrator-wife was destroyed by the experience of being confined in a bedroom. This room, surrounded by a yellow wallpaper, functions as a symbol of constant surveillance like the tower in the Panopticon. However, the bedroom in “The Yellow Wallpaper” is a hidden place where the wife writes her journal. Writing is a way of looking, knowing and establishing one’s identity. So the power relationship between the visible subject(wife) and the invisible observer(husband) can be reversed in this bedroom. The narrator’s insanity was a result of her repressed anger and enforced passivity. In a male-dominated Victorian society, women had no rights, identity or existence. Women’s hysterias were psychological enactments of insignificant roles they were allowed to play in a patriarchal society. Therefore, in Lacanian terms, she shifts from the Symbolic realm to the Imaginary realm. Through this shift she can deconstruct the false text of contentment she has created in her journal. Upon entering the Imaginary realm, the narrator believes that the woman behind the wallpaper is her double and alter-ego. Madness became not only a form of rebellion but an intelligible response to conflicting social demands. The narrator’s madness is presented as a form of epiphany toward independence and liberation. She awakens from a male-defined world to a world defined by her own feeling and judgement.

Joseph Campbell explores that world hero myths are all basically the same story, retold endlessly in infinite variation and all stories, consciously or not, follow the myth of the hero’s journey. Critically looking at the genre of film through the lends of the hero’s journey has been done quite often. However, critically looking at theatre from the perspective of the hero’s journey is far less common. A critical interpretation of G. B. Shaw’s play, Heartbreak House, from the perspective of the hero’s journey is both meaningful and long overdue. Heartbreak House follows the pattern of the hero’s journey in that it is full of the symbols of a journey and a voyage throughout the play. The protagonist Ellie starts the hero’s journey in the special world. Ellie suffers from tests, ordeals, and heartbreaks so as to pass through the threshold of the hero’s journey. Finally, she matures and is transformed by the moment of death-and-rebirth, and will be able to return with the elixir, the vision of her strength to reconstruct a new world after the war. We can adopt a new hero concept, the everyday hero, to the interpretation of Heartbreak House. It means that if we are able to be transformed by ordeals and heartbreaks in life, we are already on the hero’s journey. Through journeying with the characters of the play, the reader or the audience can also learn life lessons from the everyday hero’s journey.

The study examines the way university students in Korea understand different types of English teachers and who they believe to be most suitable for contemporary Korean society. Working within a qualitative research paradigm (Bogdan & Biklen, 1998), I gathered data through students’ reflection papers and analyzed them using a qualitative data analysis method. The findings demonstrate that the majority of the students regarded Korean bilingual teachers of English (KBTEs) as the most appropriate teachers in the Korean context given their expertise in the exam-oriented English education of Korea. KBTEs’ previous English learning experiences and their ability to predict learners’ challenges were also positively perceived. The students further thought highly of KBTEs’ knowledge of the Korean language and culture. Several students considered native English-speaking teachers (NESTs) to be most proper, noting the societal endorsement of NESTs as the only legitimate type of English teacher in Korea. A few students reported that both KBTEs and NESTs were necessary, believing that these two types of teachers differ in their expertise. Despite the overall favorable attitude toward KBTEs among university students, quite a few of them showed their belief in the superiority of NESTs, suggesting the need for KBTEs to gain oversees experience and a high level of English proficiency before they can be considered as qualified as NESTs. Educational implications for both teachers and learners of English are discussed.