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This paper explores Shakespeare’s representation of political controversies over sovereignty in relation to two prominent but seemingly incompatible notions of monarchy in the early modern period: sacred kingship and Machiavellian principality. Particularly, analyzing a king’s virtue, competence, and legitimacy in his plays staged just before and after the ascension of King James I to the English throne, this paper examines the tension between a monarch’s morality and competence, which King James triggered in his The Trew Law of Free Monarchies. On the one hand, Shakespeare raises questions about the unique aspect of legitimately elected usurpers, Claudius and Macbeth, direct questions for James’s arguable defense of legitimate and divinely-ordained tyrant in Hamlet and Macbeth. On the other hand, the playwright depicts a monarchical attempt to create compatibility between sacred and practical kingship through Duke Vincentio’s disguise as a friar and his actual mimesis of priesthood, the symbolic but arguable embodiments of divine rule on the earth. Therefore, Shakespeare presents to the audience/readers an opportunity to ponder over the ambivalence about sacred kingship in relation to King James’ argument for divinely ordained but immoral kings.

The purpose of this paper is to investigate the relationship between thinking about motion through space and thinking about time and to find psychological ramifications in English and Korean. Linguists have argued that two different movement perspectives are implicit in English and Korean temporal expressions: the ego-moving and time- moving metaphors. The results of the experiment indicate that Koreans use primed motional information to think about time. They provide evidence that Korean’s thinking about time is closely linked to their thinking about motion through space. It shows the effect of thinking about motion on the understanding of time in Korean other than English. The results of the experiment also indicate that Koreans might generally prefer time-moving consistent interpretations of ambiguous temporal sentences in Korean. This study suggests that the preference is attributable to the higher familiarity in everyday language because Koreans preferred time-moving consistent interpretations in Korean but not in English and according to McGlone & Harding (1998) and Boroditsky & Ramscar (2002), Americans also preferred time-moving consistent interpretations of ambiguous temporal sentences in English. Taken together, this paper supports the claim that abstract conceptual domains of time are understood through metaphorical connections from more experience-based, concrete conceptual domains of motion through space.

This study examines how English language ability and skills can be improved by using film to teach, illustrate, and supplement courses on the subject of cultural identity, cultural diversity, and cultural theory. The study uses research conducted by Pyke and Dang (2003) and Kim (2013a) as the basis for how films can be used to demonstrate how Asian Americans exhibit internalized racism toward other coethnics by denigrating them as either “FOB” (Fresh off the boat) or “Whitewashed” in order to situate themselves in the bi-cultural middle of the acculturation continuum. The study examines how Asians and Asian Americans perpetuate the ideology of the dominant class in America that identifies Asian Americans as either perpetual foreigners or as too assimilate by giving up their “Asianness” through the use of “disidentifier” to deflect their stigmatized status. The paper maintains that the attempt by Asian Americans to straddle the bi-cultural middle is a disciplinary practice in the Foucauldian sense to deflect the status of a stigmatized status rather than as an act of acculturation or assimilation into the mainstream society. The study maintains that the plot, scenes, and dialogue in the film can help facilitate understanding of American cultural hegemony and ideology on the creation of an ascribed Asian American identity.

The present study was performed to find out which feedback is more effective in an EFL composition class. For this purpose, incorporation rates and improvement degree of students’ writing in teacher and peer feedback groups were examined in a process-oriented writing class. The results are as follows. Teacher feedback group incorporates their feedback more than the peer feedback group. The amount of incorporation was statistically significantly different between the two feedback groups and the teacher feedback group had a much higher incorporation rate. The mean scores of the final drafts of both groups increased more than those of the first drafts. Teacher feedback group improved significantly in all five assessment categories, but the peer feedback group significantly improved only in three categories such as content, organization, and grammar. There was a significant difference between two feedback groups in the areas of content and grammar, and the teacher feedback group significantly improved more than the peer feedback group.

In this paper I have tried to examine how Robert Lowell’s religious characteristics suffer and undergo transformations in his For the Union Dead as a poet. Lowell saw himself as the inheritor of a New England puritan tradition, and his poetry can be understood as a long, violent wrestling match with that tradition. It is a brief epic, in the sense of including history, yet it is also quite lyric at the same time. And it captures the complexities and the ironies of the American past and present. In this poetry Lowell sought renewed inspiration in New England Protestantism. By reexamining his early poetry filtered through the consciousness of his middle age, Lowell prepares in this transitional volume for a more definitive statement of religious themes. Therefore, For the Union Dead holds the key to a new understanding of Lowell and his poetry.

This paper aims to revisit the conventional theme of good and evil in Robert Louis Stevenson’s The Strange Case of Dr Jekyll and Mr Hyde (1886) by postulating its narrative structure as a hide-and-seek game between the reader and the writer or between a lawyer Utterson and Mr Hyde. This story is evaluated as an archetype of a gothic, which deals with the duality of human nature in a form of atavism. Dr Jekyll and Mr Hyde in one personality symbolize a modern schizophrenic subject, standing on the border between good and evil. Although this character is still being reproduced in current popular culture, Stevenson’s this work is not properly evaluated under superficial examination. While the conventional gothic romances tend to use narrative collage based on discovered manuscripts and hearsay, this novel has a narrative structure compounded with testimony, journals, letters, and first-person narration, centering on professional male characters, such as an attorney, a doctor, and a scientist. By focusing on the distinctive narrative structure, rereading this underestimated novel will contribute to expand interpretational possibilities to comprehend Mr Hyde as “liquid fear” in a modern city in the twentieth century as well as in London in the nineteenth century.

We have analyzed OE stress pattern by means of OT, which focuses on the surface representation and constraint ranking. We can explain OE stress from the view point of foot-based OT. The stress foot is the basic unit of OE stress. We propose a new constraint ranking, that is, FT-FORM, NF, ALIGN HEAD >> ALIGN ST, WSP >> PARSE-SYL to explain primary and secondary stress. ALIGN HEAD can handle the fact that OE has the main stress on the first syllable. In addition, FOOT FORM and WSP solve the problem that secondary stress falls on the penultimate syllable followed additional elements.

This paper investigates vowel changes from Old English to Middle English, especially focusing on the change of /ü:/ and /ü/ and accounts for the sound change within a constraint-based framework. The Middle English vowels /ü:/ and /ü/ are divided into three kinds of pronunciation based on dialects. The dialectal changes of /ü:/ and /ü/ finally result in merger with the vowel /i/. In other languages /ü:/ and /ü/ are changed to [u:] and [u] respectively (e.g., in White Hmong). In the case of a rule-based theory, the former needs unrounding and the latter needs vowel-backing. These two language- specific rules (unrounding, vowel-backing) aim at just one common goal (maximizing ease of articulation). They conspire to avoid high front rounded vowels. This conspiracy can be captured by just one universal constraint (*V[-back, +round]) in OT. Therefore, the OT analysis captures greater generality than the rule-based analysis. In order to account for the sound change of /ü:/ and /ü/, we have presented some constraints and their hierarchy.

The purpose of this paper is to provide a formal analysis of word-initial consonant-glide (CG) sequences in English loanword adaptation in Korean, within the framework of Optimality Theory (OT; Prince and Smolensky 1993, McCarthy and Prince 1995). The process brings some challenging aspects in that an alveolar consonant and labial-velar glide (/tw/) sequence induces vowel-epenthesis in loanword adaptation, while the other CG sequences are perfectly acceptable in both loanwords and native words in Korean, The discrepancy of /tw/ sequences in loanwords and native words has been accounted for by perceptional and acoustic experiments in many works. This study exhibits the asymmetric behavior between English /tw-/ and /kw-/ with respect to vowel epenthesis found in loanwords in Korean can best be formalized by postulating fixed input for loan phonology from the perceptual basis without any special constraints and ranking only for loan phonology.

This study investigates the interrelationship of pragmatic awareness and grammatical awareness according to proficiency levels in Korean EFL learners. A total of 105 college students participated in the experiment, and they were divided into three proficiency groups based on their TOEIC scores. They were asked to mark their recognition and ratings of pragmatic and grammatical errors in a written questionnaire with 20 conversations including 8 pragmatic errors and 8 grammatical errors. The results showed that pragmatic awareness improved more slowly than grammatical awareness. The more proficient learners tended to perceive grammatical errors to be more severe. The intermediate and advanced learners recognized far more grammatical errors than pragmatic errors and considered grammatical errors to be more serious. These results support Bardovi-Harlig and Dörnyei (1998) and Schauer(2006). Based on the results, pedagogical implications are suggested for teaching pragmatic awareness to Korean EFL Learners.

In this paper, I point to the new paradigm in Southern literature, Critical Whiteness Studies. Since 1990s, scholars across various fields of studies have engaged in Critical Whiteness Studies. They have explored what white identity means, how and why whiteness has been constructed, and the way whiteness and white power have been maintained in American society. Southern scholars have engaged in Critical Whiteness Studies as well, pointing out the power of whiteness in the canonization process in which black writers have been dismissed from the conception of Southern literature. Such scholarly efforts have led to restoring African American voices to the conception of Southern literature. In addition to the necessity of including black writers into Southern literature because of their unfair exclusion from it, I offer another important reason: Including black writers into Southern literature will contribute to Critical Whiteness Studies. In other words, since black writers offer keen insights into whiteness that white writers barely offer, inclusion of African American writers into Southern literature will enhance our understanding of whiteness, which is necessary to remove color-line in American society and culture.

Toni Morrison’s A Mercy deals with the cure of smallpox and several characters’ traumas. Vaark, Rebekka, and Sorrow suffer from smallpox, so Lina and the blacksmith use different treatments from their complex ethnic heritage to cure them. Despite of their different approaches to the disease, they use similar talking cure practices. Morrison also emphasizes the recovery of the two traumatic female characters, Sorrow and Florens. Sorrow who suffers from various psychic disorders overcomes her madness to find a way for her second child’s survival. Florens, who has an unforgettable abandonment trauma, and has a devastating affair with the blacksmith writes her way into clarity by inscribing mysterious letters in a room of Vaark’s grand house with a nail. Depicting the complex treatment of psychic and physical diseases and trauma, Morrison emphasizes that the complete survivals of main characters lie in the different but mixed treatment of root doctor-like characters, the realization of motherhood, and the acquisition of clarity by writing unspeakable trauma.

According to a lot of people, home literacy practices are closely related to language learners’ school performance. Therefore, for more successful language learning the relationships between both of them are required to investigate. In this study, particularly the relationships between home literacy practices and school performance in bilingual and multilingual contexts have demonstrated. A variety of literacy practices involving family literacy practices, community cultural literacy, and social background were discussed. A number of studies showed that family literacy practices in first and second languages influence language learners’ literacy learning and school performance positively or negatively. Thus, the role of families and parents at home for language-minority learners’ literacy development and academic success in school might be very important.

This paper examines violence and silence in Steve McQueen’s 12 Years a Slave, which is based on Solomon Northup’s Twelve Years a Slave Narrative of Solomon Northup. McQueen’s film presents slavery as the background for violence and silence. Violence and silence are the key words that signify 12 Years as a legitimate portrayal of slavery. Northup is a freeborn black man, but he is tricked by two white men and sold to a slave trader. He suffers from unrelenting violence for insisting upon his free status and beating a white overseer, Tibeats. Patsey, Edwin Epps’s female slave suffers from ruthless violence. As the object of Epps’s lust, she is brutally beaten for seeking soap to clean herself. She is also victim to the jealous rages of Mistress Epps who lashes out at her without direct reason. Northup is indifferent to the plight of the women and is silent although he sees Patsey beaten. He learns the survival rule of silence after witnessing slavery’s oppression and ruthless beatings. His silence continues until freedom is opportune. Patsey is forced to accept her slave status as a female slave under the institution of slavery. In spite of a severe whipping, Patsey is usually silenced. McQueen repeatedly dramatizes and emphasizes violence and silence through the depravity of slavery and expands upon the violence to present the realities about slavery to viewers of his film, 12 Years a Slave.

The purpose of this study is to examine the effects of a small-sized “customized” English conversation instruction on undergraduate university students’ communicative competence. The research was conducted at S university in Korea, where a three-week “customized” intensive English conversation program was provided to 38 participants. For this research, paired t-test analysis was carried out to compare the result of the pre-and post-program mock TOEIC and TOEIC Speaking results. Also, paired t-test analysis was used to compare the results of the survey that was designed to find out the changes in the participants’ attitude towards oral performances in classes. Finally, Pearson Correlational analysis was used to analyze the correlation between the participants’ level of participation and their level of program satisfaction. The results of the study strongly suggests that the small-sized, customized instruction had significant impact on the participants’ communicative competence and attitudes toward oral communicative performances in English.

The purpose of this paper is to interpret the essence of suicide, which is the unknown for we cannot experience it, through the various aspects of suicide depicted in literature, such as in Miller’s plays. Although suicide has been considered a subject of fear and taboo throughout most of history, literature, which is often referred to as a mirror of human history, has seriously dealt with suicide as a form of death, the eternal enigma of human existence, even during the periods when suicide was not permitted. As a result, suicide currently has become one of the most prominent interests in literature. Though suicide in literature is fictional, it embraces various mechanisms of actual suicide and symbolically represents existential problems originating from the agony of the period, irregularities and corruption in our society, and frustration and despair due to damage to an individual’s value and dignity. Therefore, we can indirectly understand the cause, process, and effect of suicide in the real world. Many cases of suicide are introduced particularly in Miller’s plays. Through such cases, he charges the individual, the people around him, and the society with responsibility for one’s ruin caused by the alienation, one of the social ills in a modern materialistic civil society.

This case study investigated the effects of learning contracts on learners’ self-directed learning in the area of grammar instruction. The researchers, who invited four middle school students as subjects, implemented 14-week contract learning and assessed its outcome by interviews, class observations, the measurement of domain-specific self-directed learning skills, and a series of grammar tests. The results were as follows. First, students received better scores in the measurement kit assessing the self-directed learning. Second, contract learning help learners achieve learning goals. At the beginning of contract learning, the learners showed a negative reaction to signing a contract. Their perception of the contract, however, changed due to the rewards for learning and due to the internal motivation for learning achievements. Third, researcher’s observations and interviews enlightened that contract learning was likely to improve learners’ grammar skills. This study demonstrated that contract learning is an appropriate tool for learners to develop the capabilities to plan and carry out their own learning by improving their self-directed learning skills.

Grounded on Michael Y. Bennett’s book, Reassessing the Theatre of the Absurd, I suggested that Maria Irene Fornes’ Mud can be read as one of the Absurdist plays. Bennett insightfully criticizes Martin Esslin’s concept of absurd with the claim that Esslin misread and mistranslated Camus’ The Myth of Sisyphus. When Camus explains about the feeling of absurd, according to Bennett, he indicates more than the purposeless and useless life. Camus proposes a happy Sisyphus who takes over his own life from gods and makes the meaning out of the inexorable, repetitive labor. In Camus’ perspective Sisyphus is a hero as in Greek tragedy. Esslin’s misreading of Camus caused the emphasis of absurd drama on the meaninglessness and nihility in life. However, Camus highlights the fact that the absurd is a given in our life; hence, through revolt and contemplation we have to make our lives meaningful under the absurd situation. With several aspects found in Camus’ The Myth of Sisyphus, I attempted to prove that Fornes’ Mud demonstrates the characteristics of an absurd play. The female protagonist Mae endeavors to make her rotten, muddy life meaningful through everyday work. She yearns for learning which she thinks leads her better, “decent” life. For a moment Henry looks like becoming her savior; however, he turns out to be another bloodsucker like Lloyd. She ultimately realizes that it is she who saves herself and for the purpose of that, she has to leave the house right away. She does not know what happens next as soon as her leaving, but she makes her choice. Once recognizing her absurd situation, Mae cannot stay at where she is. With insightful contemplation as a revolt against absurdity, Mae takes a big step out of her muddy life. Whether she dies or not is not essential for Fornes’ viewpoint. Mae is dying for the “faint light” she has yearned for throughout her entire life. She becomes a happy female Sisyphus.

This paper examines literary translingualism in Chinese American writer Ha Jin’s A Free Life. Literary translingualism is the critical concept Steven G. Kellman uses and promotes to analyze the characteristics of the phenomenon of creative writers who choose to write in their adopted languages rather than their native or first languages. Multiple reasons, including political and economic necessity, ambition as writers, alienation as an aesthetic condition, cause creative writers to undertake literary translingualism. The combination of the above-mentioned reasons prompts Jin to pursue literary translingualism. In A Free Life, Jin deals with the topic of literary translingualism in close relation to his own personal struggle with the same issue through the main character Nan Wu’s life of literary pursuit in the United States. This paper specifically focuses on the relationship between the pursuit of literary translingualism and its influence on the process of one’s creativity. This issue is also closely related to the question of aesthetics. My analysis of aesthetics in A Free Life, particularly the growth of Wu’s aesthetic consciousness, also helps to explore some characteristics of Ha Jin’s ideas about his pursuit of literary translingualism. Examining literary translingualism in relation to the choice of language for literary pursuit, aesthetics, and creativity will assist us to explore not only the characteristics of literary translingualism in A Free Life but their significance in the life of Ha Jin’s literary pursuit, that is, how his pursuit of literary translingualism influences the formation of his identity as a translingual writer who works in between multiple languages.

This paper studies the micropolitics of power not only in the arena of domestic relations but also concerns itself with racism directed to African Americans in A Raisin in the Sun by Lorraine Hansberry. It is based on the theory of Michel Foucault and Gilles Deleuze·Felix Guattari. Lena, as the incarnation of Matriarch, wields power over children, so that she dominates Walter and Beneatha and forces them to obey her. Walter tries to control and judge his wife, Ruth and his sister, Beneatha, with deep rooted Patriarchy and Capitalism. Lena and Walter lead the rigid life of the molar line, which means everything seems calculable and foreseen. Beneatha resists oppression and discrimination seeking her own identity. She leads the life of the molecular line, which forms a supple flow marked by quanta. The Youngers do not give up moving to Clybourne Park which is a Caucasian residential district. They fight against racial discrimination, which forms up the molecular line of quantum flow. Also they go for a line of flight which leaks between the segments, escaping their centralization. Their micropolitics of power represents the impetus of social change.

The right node raising (RNR) constructions have been accounted for under both movement and non-movement analyses in the literature. This paper argues that the movement analysis is not tenable by citing several strong empirical arguments: the possibility of the shared constituent’s burying within an island, immobile elements’ compatibility with RNR, the parallelism between RNR and VP ellipsis, and the fact that RNR cannot dislocate elements to the right of their base- generated position. On top of these, this paper adds a new piece of empirical evidence against the movement analysis. It is pertaining to the phenomenon that RNR improves locative inversion with pseudopassive. This phenomenon is hard to account for under the movement analysis because there exists a problematic precedence statements which cannot be resolved. This paper suggests that the RNR’s improvement of locative inversion with pseudopassives receives a natural account under the PF deletion analysis if we assume that the nominal phrase causing conflicting precedence statements is deleted at PF under identity. Then the phenomenon that RNR improves locative inversion with pseudopassives constitutes another strong argument against the movement analysis of RNR.

The study aims to build a Maritime Law English Corpus related with oil spill, to comparatively analyze key semantic domains, and to explore similarities and differences among three subcorpora by using a network analysis. Key semantic domains are extracted from three different maritime law texts such as international public maritime law, international private maritime law, and agreements of maritime accidents through Wmatrix keyness analysis to compare each of three corpora with BNC Sampler Informative. We focus on key semantic domains shared with three subcorpora by using a Netminer 4.0 program. Compensation agreements for maritime accidents related with oil spill will be made with regard to international public maritime law and international private maritime law. Comparative analysis of maritime law texts will make a great contribution to corpus linguistics and will also provide fodder for identifying the differences and similarities between the similar laws through quantitative analysis.

The present study aimed at finding out whether model essays have an impact on the development of complexity and fluency of L2 learners’ writing performance. In order to achieve this research aim, 25 students majoring various subjects were recruited from a university in Korea. The participants were asked to write argumentative essays and to underline on whatever they noticed while comparing their original texts with the model essays. The first and the last essays from each participant were selected, and different measures of complexity and fluency were employed in order to examine L2 writing improvement. The results showed that the model essays had an impact on the learners’ L2 writing performance in terms of syntactic complexity and fluency while no significant improvement occurred in lexical complexity. The findings indicate that while analysing model essays, L2 learners may be aware of various aspects of written language such as vocabulary and sentence structure. As being exposed to model essays as written feedback, learners may have more knowledge to create L2 texts through the process of noticing in L2 production.

This paper tries to read the power relation between gender and class in Shakespeare’s Taming of the Shrew. Petruchio’s goal is to tame the shrew, Katherina into a submissive wife. Petruchio deprived Katherina of food and sleep, and then didn’t allow her to wear clothes for her social status as a gentlewoman. Secondly he controlled Katherina’s “scolding tongue” which makes her renown for shrew, “Katherina the curst”. By changing her name from “Katherina the curst” into “plain Kate”. He thought he could transform her identity. Ironically Petruchio’s linguistic maneuver opened the possibility that let Katherina speak in public by imitating Petruchio’s rhetoric. In the final scene of the wedding banquet, Katherina proved herself a loving wife, ideal model wife by imitating ideal wifely submission. Katherina’s long speech displays “the foolishness of the ideal of womanly behavior” enforced by patriarchal ideology. Her intentional parody reveals Petruchio’s failure to tame Katherina into a submissive wife. Katherina played her role as performance. Actually Katherina is a player because Shakespeare lets play-within-a-play. Taming of the shrew is the play within the Induction. Katherina is a player playing Katherina. Like switching a mask, persona, identity is not a fixed or original one, rather performative in the process.