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In this study we attempt to examine Karl Jaspers’ existential concept of boundary situation and communication, seeking to provide a better understanding of human existence from an influential American play Our Town. Jaspers argues that the awareness of our finitude gives us the possibility to shape our lives and heighten the meaning of our existence. Also Jaspers considers existential communication to be one of the fundamental aspects of human existence. Jaspers insists that in existential communication philosophizing helps to establish the bond of communication with others in the attainment of authentic selfhood. In Our Town Wilder draws on simple life in Grover’s Corners and the priceless value of life. In Act Ⅲ Emily undergoes boundary situation with childbirth. And she has a chance to experience the lives of the past. She is the only one that fully realizes the meaning of life after her death. Most of the living people fail to realize all of the life potential. In addition, Wilder insists that communication help to strengthen human’s relationships. Also people are conscious of existence with communication to others. Wilder indicates that death is the finitude of our lives. He handles the importance of the value of our lives and that of communication with other people in his works. Also he signifies that communication with someone is the opportunity to maturate. Therefore, this playwright demonstrates Jaspers’ existential concepts of boundary situation and communication in order to deliver significant messages about life and death to the readers and audiences.

The purpose of this paper is to discuss some claims of the earlier and later versions of the Conceptual Metaphor Theory (CMT), assess two objections directed at it: (1) circularity and (2) faulty typology, and suggest, revising Ruiz de Mendoza Ibanez & Otal Campo’s taxonomic criterion, a new classification of metaphors. Unlike previous theories, Lakoff & Johnson (1980), who first proposed CMT, argued that metaphor is not primarily a matter of language but of cognition. Later Lakoff (1987) and Johnson (1987) argued that metaphor is not simply linguistic and conceptual but also bodily in nature. In recent years, Lakoff and Johnson (1999) have developed a more complex version of CMT with the introduction of primary metaphors which are considered as one important advance in it. It is also argued that the evidence for conceptual metaphors comes from cognitive linguistic analyses of conventional expressions, novel extensions, and polysemy. And it is shown that evidence abounds that makes objection (1) obsolete, but objection (2) is justified. Therefore, this paper proposes, revising Ruiz de Mendoza Ibanez & Otal Campo’s taxonomic criterion, a new classification of metaphors as shown in figure 2. The basic division is between similarity and correlation metaphors. Similarity is at work in the case of ontological, image, and situational metaphors. Orientational, image-schematic, and propositional metaphors are based upon the correlation between two experiential domains.

This essay aims at uncovering the limited scope of epistemological observation of the early-modern era and alternatively examining the aesthetic dimension of ontological relationality of Shakespearean intelligencing via analyzing the comedy, Much Ado About Nothing. The idea of human perspective as advanced in the Renaissance is not only related to the cognitive experience of the subject but also to the relationality and aesthetic connectivity between the subject and its cognitive object. In the play, Shakespeare deliberately creates cognitive and ontological tensions between his literary creation and the audience in order to provoke interactive communications and thereby comic humor in the theatrical space. While intelligencing exposes characters’ epistemological impulses or their desires to know the truth, their often limited intellectual recognition constantly collides with that of the audience. A character’s desire to know is not simply a part of mimesis or inductive reasoning through sensory or empirical observation, but rather a literary device that Shakespeare uses to construct the intelligencing experience as a part of an ontological system structured within theatrical space. In so doing, Shakespeare illustrates how the theatrical space cognitively mediates aesthetic experience for the audience.

This paper is intended to analyze J. M. Synge’s progressive perspectives in his last stage play, Deirdre of the Sorrows. Throughout his work, he was mainly interested in depicting his comtemporary Irish people, and his main concern was self-realization and self-actualization to fight against the oppression from the societal and political systems. Compared to his previous works, Deirdre of the Sorrows looks like a drastic change in his overall theme and character composition. He intentionally chose Deirdre to show that focusing on the heroic glory of the past is not going to help build their new Ireland. Synge described his Deirdre as an independent woman who is able to make her own decisions in her life including her marriage, her life, even her own death, regardless of the prophecy and others’ will. Also, Synge took the image of Conchubor, the warrior king, and turned him into a mere old man who is obsessed with youth, wealth and power. As a moderate nationalist, Synge has always objected to the propaganda of radical nationalists. So, Synge, after having to deal with all the objections against his previous dramas, finally planned this play, appropriating their favorite archetypal figures and symbols to counterattack their creed.

As a narrative of suffering and healing, Linda Hogan’s People of the Whale shows us the author’s political-spiritual agenda for a terrestrial community. As a woman warrior Ruth takes an active role for a terrestrial community, following the whale map that implies the realization of the middle place among races, human beings and other living things. With sharp foresight she can recognize the commercial nature of whaling undertaken by the tribal council men with the slogan of revitalizing their traditions. Consequently she has strongly resisted the whaling in order to regain the true traditional intimate relationship with whales. On the other hand, her husband Thomas has gone through trial-and-errors for his recognition. First as an American soldier in the Vietnam War, Thomas was able to recognize the Americans’ cruel victimization of the Vietnamese under the slogan of American ideology. In order to overcome his complete sense of loss and failure, he has to indulge in a journey to find his true identity. As one of the ways-out he participates in his tribe’s whaling expedition. However, he also realizes that whaling is just as violent as the Vietnam War. His journey can be realized after his death. As a reborn and more mature person, Thomas is able to follow the directions of the whale map and takes a lead in realizing traditional ways of life. The author suggests the true way of healing by the efforts of these two main characters. They can realize a genuine terrestrial community that maintains harmonious and equal relationships among peoples, and with other living things.

This article aims to investigate the effects of the types of teacher feedback and students’ perceptions when responding to them. Particularly, this study was attempted to explore how two different levels of six student-writers—an elementary and a low-intermediate level—respond to teacher comments in order to improve their drafts in a process-oriented approach. Data was collected through the 18 students’ drafts—a first draft and two revisions, individual interviews, and open-ended questionnaires. The teacher feedback was categorized and its paired students’ revisions were rated. The results show that all students, irrespective of proficiency levels, perceived that positive feedback plays a distinct and essential role that aids students’ motivation and willingness to accept criticism in teacher feedback and to continue working with it, although they noted they were also aware of the usefulness of negative feedback. Interestingly, the elementary level students were able to respond to feedback similar to that of their more proficient counterparts in their second revisions after gaining experience with feedback from the first round of teacher feedback. The data also demonstrated that most students placed more importance on receiving content-based rather than error-based feedback in order to develop their drafts in spite of their linguistic limitations. This study has significant implications for a writing classroom and teacher feedback practices.

This paper aims to examine postmodern narrative and rewriting history through analyzing Kurt Vonnegut’s Slaughterhouse-Five. The novel subverts and deconstructs the concept of historical good by using multi-leveled, fragmentary, and repetitive narrative structure. Thus, Vonnegut’s narrative invites us to be aware of fictionality of historical past self-consciously. It is true that when past events are selected and written in history or fiction it is arranged in a chronological order with causality and continuity. However, Vonnegut rejects the narrative unity of traditional novel by using deliberate temporal and spacial movement in the several layers of narrative. We can know that meta-fictional perspective can also be detected by three separate narratives from different periods such as Billy’s narrative, Vonnegut’s narrative and Tralfamadorian Narrative. This suggests the fact that we can regard the novel as a creative specimen of the postmodern historiographical metafiction, Vonnegut tries to rewrite war history of Dresden Bombing fire from the perspective of common man, Billy. In the end, this study shows that Vonnegut’s Slaughterhouse- Five is worthy of praising as a proof of Linda Hutcheon’s historiographic metafiction.

This study provides an explicit analysis of syllabic consonant formation in Southern British English within the framework of Optimality Theory (Prince and Smolensky 1993, McCarthy and Prince 1995). The process brings some challenging aspects, given that syllabic nasal stops [n] and [m] are limited in their occurrence, while liquids and glides freely occur as a syllabic. In this study, the process can straightforwardly be accounted for by proposing some markedness constraints which demand well-formedness of intrasyllabic phonotactics with regard to sonority and local constraint conjunction which prohibits some particularly disfavored forms, within the framework of OT. In addition, this analysis implies that SSP is not crucial in SCF, unlike the previous approaches. Instead, conditional MSD between a syllabic nasal and its preceding marginal consonant plays a primary role to determine vowel syncope and SCF.

This essay examines memoirs of the territorial Hawai‘i-born, second-generation Korean American Peter Hyun, such as Man Sei!: the Making of a Korean American (1986), and In the New World: the Making of a Korean American (1995). Looking into the autobiographical representations of Hyun, who has crisscrossed different borderlines of culture and language, problematizes and complicates his assumed identity and position in the United States, showing the cross-national and dynamic dimensions of pre-1965 second-generation Korean diasporic self and also the importance of such narratives to any full understanding of Korean diasporic identity in general.

The purpose of this essay is to examine the aspects of black community’s internalization of the dominant cultural discourse and resistance against it in The Bluest Eye. Toni Morrison dramatizes the story of Pecola Breedlove who, internalizing racial self-loathing originated from the dominant culture of white supremacy, wishes to have blue eyes. On the other hand, Claudia MacTeer shows resistant spirit against the white dominant cultural practice in the black community and in white America. The essay, first, focuses on the racial self-contempt for dark skin, which is pervasive in black community. White skin and blue eyes are considered as ideal beauty and dark skin as ugliness in Pecola’s surrounding world, which eventually conspires to make Pecola insane. Second, Morrison delves into the cultural hegemonic process by exploring the connection among consumer goods, Hollywood movies, and alienation, which affect the lives of the female characters. Accordingly, The Bluest Eye unfolds the social process of cultural colonization and alienation in the industrialized northen America in 1940s. Third, with Cholly’s traumatized experiences from the early age to adult life, Morrison suggests the inheritance of trauma from Cholly to his daughter, Pecola. Finally, young Claudia shows a potential black woman critic by revealing her critical attitude toward a white doll and bourgeois ownership. Unlike the case of Pecola’s victimization, Claudia survives by struggling against the white dominant value with her double consciousness.

The purpose of this study is to look into the theories and research of foreign language reading teaching and identify the current research issues for foreign language reading. A reading knowledge of a foreign language is very important to foreign language learners. So, the ability to read in foreign language is required of students and assessed by a test of reading comprehension. In this regard a bunch of researches for efficient reading instruction have been done for a long time. In the teaching of foreign language reading, there have been three distinctive approaches: Grammar-Translation, Comprehension Questions and Language Strategies Method, and Extensive reading. In this paper, discussing the current issues posed in the EFL contexts, I propose the integrated and learner-centered reading paradigm as an alternative of traditional reading. This study also surveys a selection of recent studies that address important concerns in foreign language reading pedagogy. In addition, the efficient reading methodologies that have been posed for EFL learners are suggested.

The primary purpose of this study is to understand different concepts of discourse, story, narrative, and storytelling in the different areas (linguistics, literature, second language education, cultural studies) of English Language and Literature in Korea. The different academic backgrounds (discourse analysis in linguistics, extensive reading of stories in literature-based pedagogy, narratology, narrative inquiries as research methodology in applied linguistics, or storytelling in pedagogy, or other applied areas) behind each knowledge were elaborated, then three possible areas of future research are discussed. Firstly, storytelling as newly industrialized resources would play a role as healing, educating, or contents development. Secondly, worldviews through storytelling would help us construct the entirety of the individual or society’s knowledge in different ways. Finally, storytelling as social practices or political agenda will be extended for involving in social movement such as democratic communities and human rights.

Susan Choi’s second novel, American Woman suggests a realistic plan for an ideal community built on a mutual understanding between the dominant American society and Asian American society. Jenny, who is Japanese American, experiences solidarity with three terrorists and a sisterhood with Pauline. However, all ends in disappointment once she realizes her ethnicity prevents her from being a full member of the dominant American world. Rather than being disheartened, Jenny accepts this unpleasant truth affirmatively and starts to write her stories to take action in changing American society’s views on Asian Americans. Jenny undertakes two tasks towards the creation of her ideal community. First, she works on crossing the border between dominant American society and Asian American society. Although she realizes the discriminative perspective of American society towards Asian Americans, she attempts to expand the borders of her understanding that exist between the two societies. Second, she tries to make American society understand Asian Americans. She realizes the two societies have little knowledge of the social and cultural differences of one another, so through her and her father’s stories, she tries to help the readers understand Asian American society. Through these two tasks, Jenny dreams of “one nation” which will accept the differences of both.

The online grammar materials and program help to encourage students to learn tedious English grammar effectively. They cover grammar quiz and editing function with various visual images; the attention has been paid to teaching and learning grammar through technologies. Online grammar materials and program were analyzed for this study and 118 intermediate level of university students were participated in this present experiment. The study adapted to evaluate online grammar materials and programs, highlighting its usefulness by analyzing the extent to which it helps second language learners improve their English language abilities, with a focus on the degree of student improvement caused by the program’s prompts from first draft to final writing submission. Moreover, for the analysis of effects on technology, TOEIC scores were also applied and analyzed by ANOVA.

This paper is to understand and analyze deixis phenomena of English and Korean comparatively. Other terms of deixis are index, shifter, token-relative words, indexical expressions in the pragmatic context, and contextual coordinate in English. The meaning of deixis is pointing and indicating. They caused confusion of learning and using deixis in conversational situation. However, deixis is the best expression among them. There are five deixises, person deixis, place deixis, time deixis, discourse deixis, and social deixis in English and Korean language. When they speak, they must keep their position, social relation, time, and discourse appropriately. When they speak each other, they have to consider the situation of utterance(speaking). Then their communication is performed each other correctly. Among five deixises in English and Korean, English social deixis is different from Korean social deixis. This is a key point in comparing English and Korean deixises. In korean, politeness is very important thing while people talk with each other. Therefore this social deixis is a very important difference between English and Korean. In conclusion, people have to understand the meaning and term of deixis to communicate each other correctly. Especially, social deixis is more important than that of English because of Korean’s politeness in Korean. Therefore, they have to use correct deixis in conversational situation appropriately.

In Louisa May Alcott’s (1832-1888) sensational fiction Behind a Mask, or A Woman’s Power, Jean Muir, the heroine, wears a mask of feminity and acts like an ideal woman of the period to survive economically. She works as a governess for the Coventry family where three unmarried men reside. She understands that she needs to play the role of ‘a little woman’ perfectly to get married to one of these men in the upper class family, which is her only means of economic and social mobility. From the beginning, Jean deliberately uses her ‘womanhood’ to her advantage and achieves her goal by marrying Sir John and becoming Mrs. Coventry. It means that she secures her social status and wealth through marriage. When Edward reads Jean’s letters, disclosing her identity in the conclusion, he discovers that she has treated them, Gerald and Sir John, precisely as they have treated her as commodities to be used for her own ends. Jean is revealed as the culture’s ultimate monster as she has treated men like women. Thus, reading the text from a feminist perspective, the portrayal of Jean as a monster is a social construct. Also, this work illustrates Alcott’s progressive spirit.

The purpose of this study is to find out the current development and potential problem of Sports ESP education at the Korean University level. For this purpose, a total of 128 Universities were examined by reviewing curriculums. The major findings are as follows (1) 27.5% of departments have Sports ESP courses (2) Sports ESP courses provided at Korean Universities are not various (3) In term of course name, ‘Sports English,’ ‘Sports English Conversation,’ ‘Golf English,’ ‘Taekwondo English,’ and ‘Sports Industry English’ are the most. (4) Sports ESP focusing on practical use is more than those focusing Academic use. Based on these findings, this study suggests more systematic approaches to the development of Sports ESP courses. Development of Sports English DB and material and sharing teaching methods by collaboration of sports major specialists and English Educators.

When Koreans learn English sounds that do not correspond to Korean sounds, they typically learn them from an English teacher in an English conversation class. Another way to learn them is to use an audio tape or a CD where a native speaker of English recorded words that contain those sounds. In this study, I investigated these two pronunciation correction methods using the voiced alveopalatal fricative, which is not found in Korean. Two separate groups of Koreans participated in a production experiment. One group was corrected by a native English professor, and the other group repeated the words recorded by the English professor. Acoustic measurements for fricative noise durations were done to check the effects of both methods. The majority of errors found in their pronunciation was the substitution of the voiced alveopalatal affricate for the voiced alveopalatal fricative. The Korean language’s phonological contrast affected their pronunciations. The results show that the correction by the English professor enhances the accuracy of the pronunciation. It is also found that when the voiced alveopalatal fricative is placed between vowels, it is much easier for Koreans to produce, thus it is enough to just repeat those words recorded by an English speaker. However, when it is followed by another English sound that does not correspond to a Korean sound, Koreans had difficulty pronouncing those words. In this case both methods do not work well.

Fragments in English are derived by focus fronting of the answer constituent to the left periphery of the clause followed by TP-ellipsis. Fragment answers should be in Spec-FP of the clause, which is what fragments in Korean show, except that not TP-ellipsis, but CP-ellipsis is followed. The fragment answer in the bi-clausal structure receives the same “move-and-delete” analysis as that in the simplex clause. To get a legitimate MFA, Bae & Park (2014) argue that the MFA should be derived from the same clause (i.e., the same matrix clause). In fact, however, an embedded subject disjointed with the matrix argument is a barrier only when one or more remnant(s) in the embedded clause and the other(s) in the matrix clause undergo movement to a matrix left peripheral position. Thoms (2014) argues that the second remnant cannot escape an ECM infinitive or finite clause. However, the two factors are extraneous. It has been shown that our proposal that the embedded remnant cannot escape the embedded subject disjointed with the matrix argument is more persuasive than Thoms’ (2014) one since only the embedded subject disjointed with the matrix subject is pivotal in preventing the second remnant from undergoing movement out of the embedded clause in English and Korean cross-linguistically.

This study aims to identify the current state and problems of EMI, or English Medium Instruction, and to propose a way to improve the quality of EMI. By employing a methodology of focus group interview, this study aims to look into the current state of EMI from the perspectives of instructors and learners in a qualitative way. Unlike previous studies which were done mostly in surveys, this study aimed to contextualize the current state of EMI from the standpoints of two main participants, instructors and students. In order to collect first-hand experience data about EMI, 22 instructors and 44 students were interviewed respectively. According to the interview results, EMI was perceived both positively and negatively. Respondents said various factors for positive effects of EMI ranging from improvement of English skills to more positive attitude toward learning in EMI classes. The negative perception, however, outweighed the positive perception. Mandatory imposition of EMI both on the instructors and learners and the lack of learning capabilities on the part of learners were cited to be the biggest reasons for negative effects of EMI. In order to improve the quality of EMI, the study proposes the necessity for the provision of more friendly learning environment at three stages, namely, pre-class, in-class, and administrative levels.

The purpose of this paper is to examine the significance of the plays and the playing areas engaged in by two young girls both on the Preoperational Stage. In terms of particular cognitive developments, the similarities between them will ne explored while the children make their ‘make-believe’ plays. In Papa, Please Get the Moon for Me, Monica asks her father to get a moon for her to play with it, and in It’s a Secret, Mary goes out with her friend, a human-like cat, Malcom to join to a secret party in a midnight. The moon and the cat can be alive vividly in these two children’s animistic imagination. However, because of their different ages and developmental stages, the incompatible characteristics between them emerge in relation to the types of their plays and playing areas. Monica makes her interplay in the moon through the symbolic representation on middle playground. Mary enjoys her intersubjective play with perspective taking on the potential space. For this thesis, firstly I will investigate the topics of children’s ‘symbolic representation,’ ‘animalism,’ and ‘middle playground.’ Secondly, I will analyze the significance of ‘perspective taking,’ ‘intersubjectivity’ and ‘potential space.’ This essay will show how the interplays between children and objects will be interacted interrelatively and intersubjectively in terms of the plays and the playgrounds of them.

In literature, the term “oral narrative task” refers to short narrative stories which participants, typically in a speaking exam, orally produce based on a sequence of picture prompts that are visually presented to them. This study investigated three major attributes of Korean EFL learners’ speaking performance in their oral narrative tasks, namely oral fluency (e.g., speech rate), syntactic complexity (ratio of subordinate clauses to main clauses), and lexical diversity (type-to- token ratio). We focused on examining whether and to what extent Korean EFL learners’ proficiency and the structure of the oral narrative tasks that they are involved in influence their story-telling performance as indexed by the above-mentioned three attributes. To this end, we made use of three sets of picture-cued story telling tasks, differing from each other in terms of task structure. The tasks were performed by a total of 44 (24 female, 20 male) Korean undergraduate students (26 high-level vs. 18 low-level proficiency) as they participated in an English speaking test. Their spoken responses from the test were orthographically and phonemically transcribed and subsequently analyzed using computerized procedures. Overall, the results suggest that the proficiency and task structure factors significantly influenced several fluency measures, but the role of the same factors was limited in the participants’ use of syntactically complex sentences and the diversity of vocabulary that they employed in the story-telling tasks. Implications of the findings for Korean EFL learners’ characteristics of oral performance in their narrative tasks are discussed.

This paper examines the impact of imperialism and colonialism on the people of Trinidad, and the impact of imperialism and colonialism’s effect on the characters in Miguel Street, in particular. Inspired by David Spurr’s The Rhetoric of Empire: Colonial Discourse in Journalism, Travel Writing, and Imperial Administration, the paper focuses on appropriation and aestheticization, negation and naming, and classification and distinction. This paper reveals how the colonial discourse generates the colonizing and occupying of the third world by Western empires, and also examines the results and effects of colonized people’s minds and behavior. Through the eyes of its young protagonist, Naipaul depicts colonial status in Trinidad through the characters and their dialogues in Miguel Street. The novel reveals poverty, laziness, violence, the frivolous activities of its people, and all the tragic moments that happen on Miguel Street. Not only do most men who live on the street drink, swear, fight and avoid engaging in any profitable jobs, but also most residents of the street want to escape their society. However, their attempts to do so end in failure. The exception is the narrator, who tells us that the only way to live as a modest human being is to escape this doomed society. Naipaul demonstrates in this story that colonized people are still economically, socially and politically suffering from their past, even though they are free from their former colonizers.

In this study, I will examine the racial representation in Diana Son’s plays, Stop Kiss and Satellite. Stop Kiss has been considered as a so called post-racial drama by both mainstream theatre and Asian American theatre, as it seems to lack the typical racial agenda. This study’s first aim is to show that the post-racial representation of Stop Kiss still has the political effects. And that Satellites undermines the myth of the post-racial era with lots of racial issues—interracial marriage, inter-racial discrimination, intra-racial tension. Secondly, I will delve into the politics of Diana son’s representation of interracial couples in both plays. In Stop Kiss, there is an interracial lesbian couple, a Korean American woman and a Caucasian woman. Satellites also has an interracial family, a Korean American wife, Afro-American husband and their mixed baby. I will show that these interracial couples break away from the stereotypical interracial couple’s image; an Asian woman and a Caucasian man couple. And that these interracial couples can be read as a metaphor for the change and the future of racial identity in America.

Poe’s tales have long been viewed as informed by his obsession with the perverse, the excessive, and the grotesque in human nature. Some earlier critics such as Marie Bonaparte, D. H. Lawrence, and Daniel Hoffman have read Poe’s tragic biography and uncanny writings as expressions of diverse Freudian paradigms, and have speculated that his interest in madness originated primarily from his own neurotic mental problems. Recently, Poe scholars have concentrated on the project of placing him back within the specific American contexts, claiming that to decode Poe outside the antebellum cultural milieu is seriously to misread him. In line with the recent socio-historical trend in Poe criticism, I intend to explore Poe’s insane narrators in “Berenice,” “The Tell-Tale Heart,” and “The Black Cat,” in terms of Halttunen’s concept of ‘moral alien,’ which is far removed from the ‘wild beast’ of the eighteenth-century insanity narratives. I will also demonstrate that Poe’s homicidal monomaniacs are deliberately constructed in accordance with the dominant moral-alien discourse in the early nineteenth century.

Keats toured Northern England and Scotland in June 1818 walking 642 miles in 44 days. The poet’s purpose of the tour was to escape from his depressing realities of London life. In addition, he expected to benefit more from a direct experience of natural beauty than from reading about it so that he can acquire fresh materials for his poetry. However, he was unable to maintain a direct connection between his working mind and his impressions of nature, experiencing difficulty in finding an appropriate language. Nevertheless, the poet demonstrated his power, during the tour, to cope with the provisional inability, recovering his poetic confidence not by denying but by accepting uncertainty and limitations imposed upon himself. During the tour, Keats wrote five sonnets and they include the poet’s interpretation of the uncertainty and limitations of the self in responding to the sublime conditions of nature. The number of researches on the walking tour sonnets, however, have been quite small, and researches on the sonnets devalued them, criticizing that the sonnets reflect Keats’s psychological crisis and a failure of the activity of imagination. In fact, the past researches have ignored the walking tour sonnets which include the poet’s effort to reactivate the power of imagination, transcending the crisis of self-confidence. This paper, thus, attempts to rescue Keats’s walking tour sonnets from pessimistic views and re-evaluate them as important space in which the poet developed his poetic power.

There are three types of ‘be+to-infinitive’ in English: ‘be to,’ ‘BE TO,’ and ‘is to.’ The differences between these types are fully discussed in this study. They have an apparently identical construction in which the verb ‘be’ is followed by an infinitive, but in fact they have different syntactic and semantic characteristics. Jespersen(1940) classified English infinitives into three ranks: primary, secondary and tertiary. The verb ‘be’ of ‘be to’ is a copula and the infinitive is Jespersen’s primary and so a nominal infinitive clause acting as complement of ‘be.’ There are two kinds of infinitives as Jespersen’s secondary: retroactive and non-retroactive. Korean school grammar has argued and taught that Jespersen’s non-retroactive infinitive of BE TO is a subject complement, and so an adjective equivalent. However, this argument has proved to be untenable. Unlike ‘be to,’ ‘BE TO’ cannot be divided into two units, i.e. the verb ‘BE’ and ‘TO-infinitive.’ The whole ‘BE TO’ as a unit is a modal idiom or quasi-modal referring to the future. The infinitive of ‘is to’ is a retroactive. It is an active infinitive which is said to have a passive meaning, but Jespersen(1940) looks upon the infinitive as active and as governing a preceding item as its object.

This study aims to investigate students’ satisfaction level and to explore students’ academic achievement on ability grouping based intensive TOEIC program. To achieve the first goal of the research, 56 students were divided into three groups (the beginning, the intermediate, and the advanced group) based on their mock-TOEIC test scores. A questionnaire was administrated to them at the last week of a 8-week period. This study revealed that the overall satisfaction level of all three groups was significantly high and that the order of the satisfaction level among the groups was the beginning, the advanced, and the intermediate group. For the second goal of the research, all 8 mock-TOEIC tests were administrated to 45 students over a 8-week period, and among them, 4 mock-TOEIC test scores were analyzed. This study also indicated that overall, all three groups showed a remarkably high academic achievement on the program and that the ranking of the academic achievement among the groups was the intermediate, the beginning, and the advanced group, which was slightly different from that of the satisfaction level. The results of this study suggested that ability grouping based intensive TOEIC program greatly contributed to the sharp improvement of students’ overall TOEIC test scores.