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The purpose of this paper is to show how PRO is licensed within the system of the Linking Theory and to show that in English controllers can be determined by thematic roles. Section II is devoted to the semantic properties of PRO that have been raised in the literature: first, PRO can be interpreted as an arbitrary individual unless it is controlled, whereas pro has a specific reading. Second, PRO is covariant, while pronouns are both covariant and invariant. Third, we put PRO in English on the direct side, and ordinary personal pronouns on the indirect side. In sections III and IV, we have examined the previous approaches to control, and provided some cases discussed in the past literature where the previous analyses have difficulty in accounting for control. In section V, our discussion has focused on applying the Linking Theory to control. It is worth mentioning that linking under the Linking Theory expresses information about controllers that other approaches do not, and that differences between the Linking Theory and other approaches are empirical rather than purely notational. In section VI, we have shown that in English controllers can be determined by thematic roles. The central idea of our analysis is that in the case of subject control, the subject of infinitive complements with PRO is controlled by the external agent or experiencer of main clause predicates. Another central idea of our analysis is that in the case of object control, the subject of infinitive complements with PRO is controlled by the theme, experiencer, or agent of main clause predicates. Finally, we have contended that PRO can induce an event reading if infinitive clauses with PRO are not θ-marked by the relevant predicates in question.

English rhetorical wh-questions (RQs) have been broadly researched. These RQs have been regarded as negative statements (Sadock 1971). However, they have the same syntactic behavior as interrogative questions (IQs) with respect to wh-movement. In this paper, some traits of wh-movement in rhetorical and interrogative questions in English are noted which are focus on the wh-feature and the probe-goal system. Then, some similarities between wh-word IQs and RQs in English are presented as follows: IQs and RQs in the answering function, IQs and RQs with multiple wh-words, Embedded RQs, and the Island effect in IQs and RQs. Sprouse (2007) proposes three syntactic observations about RQs in some languages and their consequences for theories of wh-movement. However, his proposal bears two problems on the validity of the analysis in relation to Korean RQs. I point out the problems in two aspects of Sprouse’s (2007) analysis in view of Korean: Island Effect (IE) and Principle of Minimal Compliance effects (PMC). Lastly, based on the analyses, I suggest that, similarly to Choi’s (2002) proposal, that wh-phrases in Korean RQs are wh-in-situ the same as the wh-phrases in Korean IQs. They do not move overtly for wh-feature checking, do not undergo LF-movement and do not move at any level of grammar. For this, two supporting reasons are presented: unselective binding and no island effect. Consequently, I conclude that wh-constructions in Korean IQs and RQs have syntactically similar structures in spite of the negative meanings of RQs.

The goal of the present study is to examine diagnostic instruments of teachers’ English communicative competence for Teaching English in English (TEE). The assessment tools which have been developed and used to assess teacher’s English communicative competence in English speaking countries, such as England, Hong-Kong, Australia, and U.S.A, were examined for this purpose. Data was collected from the related literature and documents. The data analysis has shown that the examined instruments have the following features in common; 1) they assess four language skills (L/R/S/W) in the separate test sections, 2) the test items are directly related with the education contexts and teaching situations, 3) the test items are mostly a task-solving type, and finally 4) they are used as one of core components for teacher certificate or in-service teacher training program. These findings suggest that in Korea, there exists necessity for developing an efficient tool to diagnose English teachers’ communicative competence to better support for improving English teachers’ TEE competence. Implications of TEE certificate for English teachers are also discussed.

This study covers a group of students, who as third graders in 1997 were the first students to study English as a regular subject, part of the national curriculum. This group, who entered university in 2008, participated in a survey. This survey was conducted to see how effective and helpful the elementary school English education was to these university students, as well as to identify the fields that needed improvement. Over the course of five years the statistics were gathered from the surveys that new university students took on how much they used English, based on what they learned in the elementary school. These questionnaires were divided into four parts: First, the English education. Second, the English textbooks. Third, the teaching methods. Fourth, the teaching aids. This study, which focuses on the students who first studied elementary English when it became a part of the curriculum, will cover the students’ English abilities based on their elementary English education. The reactions of the students from the four parts did not yield satisfactory results. The data from this study will identify the fields that need to be changed and strengthened in the elementary school English education, as well as address the future to those whom are responsible for teaching the elementary school English.

The purpose of this paper is to analyze two apparently different contraction structures with the same mechanism. Adopting Jaeggli’s idea, this paper argues that case valued elements block contraction between infinitival to/finite auxiliary and their host both in to-contraction and finite auxiliary contraction. For the reason that contraction is assumed to be a phonological operation visible at PF and case is assumed to be directly related to PF area, although the derivational approach to contraction made here is based on Jaeggli’s idea, this paper also makes efforts to revive his idea within the minimalist theory. Problems that Jaeggli has under minimalist theory about PRO subjects with null case and successive cyclic movement of wh-phrases can be solved by assuming that DPs with no case valued and thus not visible at PF stay in the embedded spec-VP and that lexical items survive in the numeration and remerge when possible checker derived in the derivation until all the necessary features are checked. In addition, this paper further assumes that just like in the canonical interrogative sentences, a tensed feature on C in a subject question attracts the tense affix in T so that the auxiliaries appear in the head C position. Under this assumption, an analysis of finite auxiliary contractions can also be made with the same mechanism that is used to explain to-contractions.

The purpose of this study was to analyze the cultural contents of the 14 third-grade English textbooks in terms of cultural topics, types, backgrounds and teaching and learning methods. It also aimed to propose an effective culture instruction model based on the survey results of 50 elementary school teachers’ needs for better culture teaching. The results of the analysis on the cultural contents showed that the most frequent topic was linguistic and cultural differences between Korea and other countries. Among cultural types adopted in the textbooks, behavioral culture was dealt with most frequently followed by material and spiritual culture. In the analysis of cultural background, the contrast between Korean culture and other countries’ cultures was studied the most followed by English culture, non-English cultures, and Korean culture. In term of culture teaching and learning methods, teacher explanations were found to be the main instruction method. There was not enough student participation. The survey results indicated insufficient time allocated to the teaching of culture and the lack of experience-based learning materials. Based on the culture analysis and survey results, a culture instruction model which emphasizes students’ hands-on experiences was proposed.

This paper examines how linguistic and cognitive factors play roles in Korean learners’ overpassivization with English unaccusative verbs. It has been reported in L2 literature that overpassivization with English unaccusative verbs are prevalent among Korean learners as well as learners from various L1 backgrounds (Balcom, 1997; Hwang, 1999, 2001; Ju, 2000; Oshita, 2000, 2001; Yip, 1994, 1995; Zobl, 1989). The causes of this phenomenon have been analyzed predominantly from the syntactic view by many researchers (Balcom, 1997; Oshita, 2000; Yip, 1994; Zobl, 1989). However, as different error patterns have been observed among different unaccusative verbs in terms of overpassivization in recent studies, SLA researchers have tried to relate this phenomenon to diverse factors (Croft, 1995; Ju, Montrul, 1999, 2000, 2001; No & Chung, 2006). In this regard, this study chose to examine the following three factors as major sources affecting overpassivization in the L2 literature: verb alternation, subject animacy, and context type representing not only linguistic but also cognitive fields. In addition to analyzing the main effects of these factors on Korean L2 learners’ overpassivization, this study also attempts to examine if there exist any relative effects among them. A grammaticality judgment task was administered to a group of 70 Korean college participants. The results of the GJT showed that all of the three factors above had considerable effects on overpassivization with English unaccusative verbs by Korean L2 learners. When d­values of the three factors were calculated to compare their relative effects, the context type factor was found to have the strongest effect.

Edward P. Jones’s The Known World (2003) represents slavery and the dynamics of the racial relations between blacks and whites by employing the form of the postmodern historical novel. The uniqueness of his narrative lies in the way in which he meticulously explores the mechanics of slavery and the ramification of its power with special emphasis on the black slaveonwers. He criticizes the discourses on the binary opposition of race, class, and gender that have been generated from slavery by whites. In The Known World, Jones invites the reader to a new recognition that transcends the self-evident contradiction of the institution of slavery by focusing on its complexity and multifariousness. In his depiction of black slaveowners and their anomalies, Jones insinuates that this practice had been operated as a way to counter the absolute power of the institution of slavery that treated blacks as a thing or property. Black writers’ writing of slavery is a way of resisting white discourses and of representing history from their own perspective. Jones articulates that we know very little of the world we think we know, and slavery did not end more than a century ago, but still continues to exert its influence on us.

This essay examines William Wordsworth’s political turn from early Paineite radicalism to later Burkean conservatism. In order to better understand Wordsworth’s early political position and interest in social reform, this essay will primarily focus on A Letter to the Bishop of Llandaff written in 1793 right after the poet came back from France witnessing the revolution in France. At the same time, The Prelude (1805, 1850) is investigated to show his changing political position to conservative realism and meta-poetic composition. Taking the oppressive socio-political milieu in the early 1790s into consideration, this essay also talks about why Wordsworth did not publish the Letter. Moreover, I argue that the purpose in writing the Letter was initially to draw public attention, which was not archived for several reasons discussed in detail. Wordsworth’s early determination to become an ardent republican is investigated by looking closely at the poet’s acquaintances with the radical leaders during the French Revolution in Blois and Paris. Wordsworth’s gradually increasing skeptical view on the extreme violence of the Revolution, especially the September Masscares, the Reign of Terror, and the suppression by the British government, I argue, has led him to change his political stance.

The purpose of this study is to examine the effect on communicative English education program at the college level and to suggest more effective college English program based on the results of the survey. This paper reports the results of a survey at a university located in a local county in the middle of Korea. A total of 311 university students participated in the survey. The results shows that through college English education program, the learners have developed their English skills and especially freshmen have got the most effective results. The survey also shows that the learners suggest that English speaking is the most necessary curriculum for effective English learning. The survey also shows relatively low satisfaction with a variety of English curriculum and want more interesting and standardized curriculum like TOEIC and Interview English. Learners also showed relatively low satisfaction with both native English-speaking professors and Korean non-native professors. Native English-speaking professors received better evaluations than Korean non-native professors in class preparation, enthusiasm, class management and interaction with students. However, in the aspect of professionalism, they received lower evaluations than Korean non-native professors. Learners were generally positive on the effect of college English on learners’ English achievement. However, the results also clearly show that college English program has more influence on the English achievement for th upper group than on the achievement of the lower group. This result implies that college English program has to consider learner needs and proficiency levels.

This paper examines the question of whether the order of the left peripheral elements causes difficulties in EFL adult learners’ using WH-structures. Furthermore, it suggests a method to solve the problem by applying A'-chain (which is a chain linking an s-selection to a criterial position) based on the Criterial Hypothesis (Rizzi (1997, 2004a, 2004b)). To justify the suggestion, the survey targeted 81 EFL adult learners. The results indicate that the subjects have difficulties in using grammatical structures which include wh-elements, focus- elements, and topic-elements in the leftmost edge of the sentence. It has been identified that the fundamental reason for making the difficulties is due to the different way to operate the left peripheral elements between Korean and English. To tackle this challenge, this paper suggests that EFL adult learners should recognize the order of operating the left peripheral elements (Top-WH-(Top)-Foc) and apply the order of them to build the wh-structures in terms of the concept that the standard of the operation is wh-movement which is always preceding the focus and topic movement.

This study was conducted in order to develop a mentoring program for elementary school students who have limited English reading abilities and investigate effective methods of teaching by mentors. The subjects of this study were 9, 5th grade students from the same elementary school. They were divided into 3 equal groups, according to their school test score. It was carried out for 12 weeks. They met once a week and had telephone lessons 4 days a week for about 20 minutes each. Pre-test and post-test assessed reading abilities and affective domains. Teaching diaries, reading records, and reflection papers were collected and reviewed by the researcher, which influenced revision in reading program. Then researcher gave feedback to the mentors. The data was analysed to find out students’ individual characteristics and effective ways to teach them. The results indicate that the mentoring program was very beneficial in helping students to develop reading abilities and influenced positive effects on their affective domains. Students with limited reading abilities need special help from someone who cares. Since it is not easy for school teachers to help them individually, they require outside help. Thus universities in the regional area can be the solution.

A cinematic adaptation can be considered an interpretive reading of the original literary text, so filmmakers adapt the literary material to fit their own approach and thereby cast new light on the original. So codes of meaning in cinema are inextricably linked to the societies and culture that produce the film. This paper aims to analyze the structures of Charles Dickens’ Great Expectations (1861) and its film adaptation produced by David Lean in 1946 focusing on its aesthetics of mythic adaptation. Great Expectations was adapted into film many times. Among them David Lean’s is popularized as an excellent and well made film. First structure and plot of the original text is investigated and then film is examined on the basis of the transformations of characters and plot. Next the differences between them are examined. Many cardinal events and functions lost in process of transformation from novel to film are discussed for the mythic frames showing that cruel characters and behaviors are excluded for mythic adaptations. For the analysis of the film structures, mythic framework theories constructed by Campbell, Voytylla and Vogler are applied. Hero’s phases of growth (psychological journey) and hero’s physical journey are divided in three worlds: ordinary world (increased awareness, call to adventure, departure), special world (experiences in London: road of trials and ordeal), and ordinary world (reconciliation and return). For the mythic structures, Lean transformed the threatening beast-man Magwitch and cold hearted Miss Havisham and Estella into a sympathetic human beings in the final stage of Pip’s hero journey. They represent psychological, not physical, triumphs. Pip, the poor shivering waif, defies Miss Havisham, destroys the power of Satis House, and leads Estella into the sunlight. Pip is a model that combines both moral and practical wisdom as a hero. For these mythic frames Lean uses screen space to show Dickensian larger-than-lifeness hero. In short, Analysis of film adaptations is one means of bringing the “culture text” into collision with its source material to stimulate and renew our understanding of the initial written work. We might say that Lean’s mythic film text is born from this collision and gives him a great success, and it has been loved all over the world up to this day.

The purpose of this paper is to analyze the relation between anaphor and antecedent based on agree and to suggest more flexible one by employing the narrowest c-command. The antecedent of an anaphor must be found within the local clause through feature sharing. The features for them to share are Φ features, which are interpretable valued for antecedents, but which are interpretable unvalued for anaphors. Thus, these features can explain the relation between them. This agree-based approach is closely related to the two kinds of c-command relations. One is a sister-contain relation where probe with unvalued features must search its goals down with valued features and get values. The other is a sister relation made by merging two constituents. Upon merging the two from the numeration, they should c-command each other and share with each other. This paper suggests that the latter relation called the narrowest c-command be more efficient than the former one. This agree-mechanism can be useful: (i) faster syntactic derivational process, (ii) more powerful phase heads, and (iii) more flexible probe- goal relation. This paper claims that the narrowest c-command enables most structures to make the strong derivational process.

In the sentence showing garden path effects, the parser experiences reprocessing or backtracking. In any domain where performance is fluent it will be necessary to invoke a “principle of least commitment”, which is a principle that stops one from doing things you’ll later regret and so have to undo (Marr 1982). It is still possible that we apply a missing argument process once or twice in the target clause, though it is costly to retrack to search for its filler. However, the former is preferred to the latter, which is accordance with the fact that the former processing load is lower than the latter one. However, when the processing load is too heavy, the sentence is semantically incongruous. The backtracking limitation arises when the processing load for handling a sentence with a long-distance dependency gets too heavy. The difficulty in parsing this kind of sentence is related to memory constraints. When we apply missing argument process more than twice in the target clause, the sentence make no sense semantically since performance limitations prevent creation of such a tricky structure, though we have the competence to create such structures.

The SCs selected by consider-type verbs and those selected by want-type verbs show different syntactic behaviors with respect to Binding Condition C, passivization, and topicalization. This fact naturally leads us to conclude that they should be treated as having different syntactic structures. This paper proposes proper syntactic structures for the two types of SCs on the basis of Basilico’s (1997) finding that consider-type verbs select SCs involving ILPs while want-type verbs select SCs involving SLPs. Especially, extending Diesing’s (1992) claim, which is that an SLP has an event argument, this paper argues that SCs with an SLP involve an event argument whereas SCs with an ILP do not. This point is crucially exploited in explaining the syntactic differences of the SCs selected by the two types of verbs in question. There is a potential counter-example to this paper’s proposal. It is the case that perception verbs, which select SCs containing an SLP, allow passivization of SC subjects. But it is not problematic if we adopt Higginbotham’s (1985) theta binding.

The number of English Villages in Korea has steadily increased since their introduction in 2004. Although many teachers, program developers and educators in the field of English education have acknowledged their growth, little research has been done regarding their curriculum effectiveness or program implementation. Therefore, this study develops a sample English Village program based on task-based syllabus and investigates students’ reactions. The research site was B English village in Seoul. For the study, three phases: needs analysis, program development and program implementation are conducted. Seven students participated in the experiment, and data were collected from diverse sources: interviews with students, their learning diaries, documents, and the researcher’s field notes. As a result, the four aspects of task-based learning along with the seven young learners were considered in relation to program implementation: class participation, real world relevance, class modules, and task-performance. This study implies that task-based curriculum development in English Villages can positively influence students’ learning.

The purpose of this study was to investigate Korean EFL learners’ motivations in learning English as a foreign language and Korean learners’ attitudes toward the use of CALL for learning English as a foreign language. Motivations for learning a foreign language can influence language learners’ attitude formation of the target language learning and their language proficiency, vice versa. In addition, CALL literacy practices in terms of foreign language learning become a best means to learn the target language effectively without the financial burden. The participants of this study consisted of 200 Korean university students and they completed the survey questionnaires. To analyze the data, ANOVA tests were used. The findings showed that the majority of the participants hold favorable attitudes toward all the motivational subsystems, while they had low scores to CALL literacy practices. Particularly, in terms of motivation the subjects were higher toward instrumental rather than integrative. The results of the study help Korean EFL learners perceive motivations for learning English and understand the advantages of CALL. For the future research, the relationships between students’ attitudes toward CALL literacy practices and their English proficiency, as well as teachers’ and parents’ attitudes toward CALL practices in terms of English learning need to be explored.

The purpose of this study is to analyze neutralization in English within the framework of Optimality Theory (henceforth OT; cf. Prince and Smolensky 1993, McCarthy and Prince 1995), thereby, showing that the analysis in constraint-based theory provides better explanation than rule-based theory. Specifically, this study attempts to show that the major features of neutralization are well represented in the nature and ranking of the constraints adopted for analysis. As the features of neutralization, this paper provides lenition, unidirectional effect of stress, and domination of markedness constraints over faithfulness constraints. That is, neutralization is the lenition process that occurs in weak phonological positions. Furthermore, the position of stress is crucial in the application of the neutralization rules, but neutralization itself does not affect the placement of stress. This unidirectional relationship between stress and segment is another feature of neutralization. Finally, the domination of markedness constraints over faithfulness constraints is noted as a feature of neutralization. In this study, we did OT-based analysis of flapping and vowel reduction, the two typical neutralization processes in English. The analyses show that the features of neutralization are well represented by the nature and ranking of the constraints.

After identifying the differences between the learning disability and learning difficulty, this study discusses acquiring a new language by overcoming language learning difficulties. Some results are suggested as following. Overcoming learning difficulties is possible because learning is a stratified process. Children need to start at the lower levels of and then gradually progress to the higher levels. Effective language learning is dependent upon ample repetition of the language elements. The more the child is exposed to language, the quicker she will start to understand speech and later also start speaking. Adults’ self-directedness, life experiences, independence, and motivation provide them with advantages. Attaining a working ability to communicate may actually be easier and more rapid for the adult. The greatest obstacle is the doubt that older adults can learn a new language. Hearing loss can affect a person’s ability to understand speech. Visual acuity also decreases with age. Exercises such as oral drills and memorization also discriminate against the adult learner. They learn best not by rote, but by integrating new concepts and material into existing cognitive structures. Speed is another factor that works against the older learner, so fast-paced drills and competitive exercises and activities may not be successful with the older learner. The most important thing is not to give up. Having mastered the difficulties by long and hard study, learners are sure to feel very pleased when they are able to command the new language.

The present paper is aimed at understanding students’ perceptions on dynamic assessment (DA) and testing if DA can be used as classroom assessment validly and reliably. DA is an alternative way of conceptualizing the relationship between assessment and instruction from the Vygotskian perspective. DA was implemented as part of formative assessment in a 2011 college speaking class, with a view to promoting students’ English abilities. Twenty-four university students taking an advanced speaking class responded to a questionnaire asking their perceptions on DA applications (DA implementation methods and satisfaction over DA) and interviews. The findings reveal that, in terms of DA implementation methods, students found the frequency, number of tasks, implementation procedure, and proportion of DA reasonable and appropriate; however, they wanted longer periods of time for DA. Next, overall, students were satisfied with DA because of its high pedagogical value on their English speaking skills and assessment value to students. However, there were a few students with reserve mainly due to concern related to their grades. Based on the current study’s successful application of DA in class, more research should be directed to integrate some of psychometric constructs into DA framework for wider acceptance in the English Language Teaching (ELT) assessment area.

The Tempest is a play about cosmic “wandering air.” The tempest of the opening scene pervades the play, not disappearing but manifesting itself in varying degrees and forms. The play offers an “airy” progress toward the all-enfolding harmony in Shakespeare’s vision which takes “airy” becoming and perishing as the essence of actuality and conceives the essential unity of the universe as an actuality. Shakespeare’s “airy” vision of the cosmos as the unfolding of continuous and harmonious creativity of “wandering air” climaxes in The Tempest’s wedding masque and Prospero’s famous speech to Ferdinand and Miranda after he abruptly ends the masque. In the play Shakespeare makes a significant adventure of positing a new civilization in his profound “airy” vision and suggests an aesthetic cosmology which can serve to overcome objective cosmology, rational order, and anthropocentrism. The play shows that on the basis of aesthetic cosmology and order, a cultural teleology of “airy” harmony can be established which provides meaning, purpose, and direction for human society and history. The play also demonstrates that a “brave new world” is constructed upon the conforming of man’s artificial civilization to the “airy” world, of appearance to reality.

In this article, I explore the notion of post-migrant subjectivity via critical discussion of Sigmund Freud’s well-known but also controversial essay “Mourning and Melancholia,” and Amy Tan’s novel The Joy Luck Club. In my discussion of Freud’s essay, I attempt to investigate a concept of melancholia which in one sense is related to the process of unresolved grief and loss, but also, at the same time, connected to the gesture of performativity and creativity. This critical approach constitutes the background against which I read Amy Tan’s novel as a “post-migrant” novel. Tan’s novel tells the complex and multifaceted story of the relationship between first generation individuals, who emigrated from China, and their children who are growing up in America. The first-generation’s children, or, the post-migrant subjects, occupy an ambiguous position—torn between a desire to fully integrate and become full citizens, but also a desire to know more about their ethnic origins. The post-migrant subjects are haunted by aspects that single them out, their difference, but which also connect them most intimately to their parents, and their parents’ past. I suggest that the way in which this complex subject-position is negotiated and resolved in the novel is closely connected to a notion of melancholia as a creative or performative way of coming to terms with a secondary loss.