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This paper attempts to examine Shakespeare’s political attitude toward the populace presented in Henry VI Trilogy. Shakespeare’s history plays contain not only the voices of ruling class but those of the commoners. Therefore the monopoly of historical interpretation can bring forth the critical interpretative fallacy. While Tillyard perceived the divine harmony, stability and order in Shakespeare’s texts, New Historicists try to read the economic and political grievances of the oppressed and exploited. So the New Historicism approach toward Shakespeare’s history plays offers an useful tool to understand the political situation of the populace and the power mechanism at that times. Henry VI Trilogy involves contemporary economic and political problems of the populace in England and contemporary political conflict between the commoners and the patricians. Shakespeare depicts the commoners in 2 Henry VI not only as favorable and rational but as violent and fickle. Cade’s revolt is not only the parody of York’s sedition and self-promotion but the travesty of all mismanagement of the authority. In conclusion, Shakespeare’s political attitude toward the populace is dynamic and complicated.

This paper investigates the social function of William Shakespeare’s plays in nineteenth-century America, focusing on how Shakespearean eloquence served to promote the abolitionist movement. While many scholars discuss the significant contribution Shakespearean education made to the formation of early America’s cultural homogeneity and social unity, little attention has been paid to the historical fact that Shakespeare’s work also involved in fostering various political debates, especially when civic leaders criticized social injustice such as racial slavery. In this respect, this essay examines a selection of abolitionist texts from William Lloyd Garrison, Harriet Beecher Stowe, Frederick Douglass, and William Wells Brown, suggesting that these four prominent abolitionists used Shakespeare as a means to legitimize their egalitarian ideals and, in turn, contest American democracy in its flawed state. Conceived as a symbol for egalitarian social change in the revolutionary period, Shakespeare’s plays helped facilitate the abolitionist movement that made it possible to envision the future of American democracy in a more ethical way.

Never Let Me Go written by Kazuo Ishiguro hides the truth by describing the reappearance of memory. This paper aims at investigating what humanism is from the perspective of existential meaning of clones and aesthetic meaning of arts education in the novel. Hailsham teaches clones with the manipulated art curriculum. However, the education of Hailsham can not affect Tommy, who doubts the facts that all the students believe. Through his artworks, he looks into a chasm between Hailsham and the real world, tries to find his own identity, expresses humanity and shows his love for Kathy. Finally, He realizes Hailsham turns out to be a dystopia. His fury and painful cry is a message that we should examine the value of the humanism that real humans have. This novel indicates that the main point is not the ‘nature of human’ but ‘the value of human’, which we must protect, to defend the essence of humans. It is obvious that humans, who symbolically and superficially believe “I am humanism”, will be like clones that will finally reach the “completion” after donating their organs to the ‘non-human-like humanity’.

This study aims to illuminate the ‘aesthetic existence’ of byronic heroes in Don Juan. Juan and the Narrator represent an ‘aesthetic existence’, also an romantic ironist in Kierkegaard’s Either/Or. Don Juan presents Byron’s romantic-ironic vision of the universe as abundant chaos, i.e. becoming, change, and growth, in which the most appropriate human activities are creativity, love, mental flexibility or mobilité, and tolerance both for alternative opinions and for natural shocks that flesh is heir to. Byron’s romantic-ironic vision defies and mocks all completed structures, all finite enclosures. Don Juan’s existential heroes, Don Juan and the narrator, are roughly equivalent to an ‘aesthetic existence’ in Kierkegaard’s Either/Or that can never be satisfied with a merely actual object, and must constantly “change fields.” The narrator and Juan as well as ‘aesthete A’ who can know only boredom and dread, and must totally commit himself in order to escape from despair in a chaotic world, exemplify the prototype of an existentialist man. In conclusion, Byronic heroes hold existential traits defined by Kierkegaard. Don Juan manages to dramatize Byron’s philosophy of life through his heroes proving existential attitudes.

This paper aims to regard Pi as a religious person and examine Pi’s inner mind represented in the image of a tiger in Yann Martel’s Life of Pi. A 15-year old Pi battles for his survival for 227 days in a lifeboat with an adult Bengal tiger. Pi’s story is told by an author- narrator who encounters Francis Adirubasamy in Pondicherry, and later two Japanese investigators who do not contain any reference to God or religious matters in their report. With the unsolvable question of the story’s truth about the tiger, Pi is asked to create another story without animals, which makes the story much more complicated. During 227 days in the lifeboat, the tiger kills animals and human beings aboard except Pi, which is inexplicable. The tiger’s name, Richard Parker, serves a reminder of the shipmate who is killed by his mates because of hunger. In this sense, Parker is likely to be created as an imaginary object Pi projects with his anthropomorphic longing when he is unable to accept his savagery and animality. Regardless of his confession that he kills and eats his mate’s flesh, Pi says he can survive thanks to his relation to the divine, which is the religious mechanism to enable him to endure his suffering. Therefore, Life of Pi is a narrative of not so much God as Pi’s salvation from his shattered self.

The purpose of this paper is to trace Charles’s and Sarah’s existence and identity through transformation of self-awareness and its development with a focus on sexuality between them in Fowles’ The French Lieutenant’s Woman. Fowles, as an existentialist, was deeply concerned with human existence and existential freedom, which he consistently employed as a main theme in his works. Fowles argues that he must respect the autonomy of his characters. The relationship between the unleashing of feminine sexuality and the transgression of hierarchies is stressed everywhere. There is a strict Victorian dichotomy of soul and body, a dichotomy in which the soul is privileged. Sexuality, then suggests the immediate rupture of this soul/body hierarchy. Fowles’s three endings in The French Lieutenant’s Woman correspond to his rejection of an absolute order. In this way Fowles uses sexuality to celebrate a radical freedom from older novelistic conventions and from existential restraints on them. Charles and Sarah break all the bounds that restrain them through the energy source of sexuality, and recognize not only their self-discovery but their own freedom and potential possibilities as well.

Toni Morrison’s God Help the Child depicts the childhood traumas of several characters. Bride had unforgettable childhood traumas because of her dark skin and because of it she got little affection from her parents. To have her mother’s affection, she had to tell a lie that a teacher, Sofia, abused several children and in a court, she accused Sofia as a child molester. Booker, Bride’s boyfriend, also had unspeakable traumas from his old brother, Adam’s torture and death by a pedophile. So he demonstrated strong anger whenever he came across similar situations. He acted like a catcher for children’s safe, and punished sexual criminals relentlessly. Morrison raised a question that children who have strong traumas can live whole and what lesson they can have at the end of this novel. Fortunately, Bride and Booker had ancestors in this novel who guided them to a safer place. This novel’s main characters needed repentance and proper mourning for their new lives. Morrison also emphasized the effect of good deeds. Bride and Booker realized the importance of keeping a distance from their situations and difficulties and of helping other people.

Walt Whitman desires to visualize his poems in Leaves of Grass as the “well-taken photographs.” Whitman is peculiarly fascinated by the landscapes of mid-nineteenth century Manhattan full of velocity and dynamics. For Whitman, it is hard to represent Manhattan of “orgies, walks and joys” with a traditional painting medium. He frankly captures the various subjects of the city such as vehicles, shops, architectures as well as the crowd with a cameraman’s eye. Significantly, his poems inspire many visual artists to create the indigenous American art. For this reason, the straight photographers in early twentieth century America recognize Whitman as their mentor. Alfred Stieglitz, the founder of straight photography, and his successors Paul Strand and Edward Weston attempt to create the modern landscapes of New York as realistically and objectively as permitted by the medium, renouncing the use of manipulation. The diversified sights of Manhattan strongly evocative of Whitman’s aspects of a cameraman are well represented in the photographs of Stieglitz, Strand and Weston. The straight photographers creatively represent the indigenous American urban landscapes inspired by Whitman’s camera vision for Manhattan of “manifold ensemble.”

Angela Carter pays attention to the position of women at home and in society, which has earned her a reputation as a major British Feminist writer. She views women’s status as defined and restricted by social institutions and practices. This dissertation examines Carter’s conception of women’s identity in The Magic Toyshop focusing on her demythologization of patriarchal myths with the idea of subaltern and the masquerade. In her early novel, The Magic Toyshop, Carter describes oppression and suffering in a patriarchal house, and argues the inevitability of escape from such a world and the need for the disclosure of the masculine mythology. According to Gayatri C. Spivak, the subaltern women cannot speak in a circuit of dominant epistemic violence. To express their voice, they must wear the mask of silence, which is the attempt to refuse the given language ruled by the Father’s Law. Therefore, the mask leaves women’s real identity unquestioned, and enables them to move beyond their limited space and enjoy their freedom. To sum up, in The Magic Toyshop, Carter depicts a masked female subject who successfully overthrows the Father’s law and survives patriarchal ideology imposed on women.

In Henry IV Shakespeare brings the “green world” of his comedies into the city, transforming it into Falstaff’s tavern world, a symbol of people’s Dionysian life. Falstaff’s tavern world is an urbanized “green world,” one of whose notable qualities is the reviving Dionysian energy, and where politicians like Henry IV and his son Hal should go into a metamorphosis. Yet, Falstaff’s Dionysian world of Eastcheap has not been for Hal a regenerative “green world” where he undergoes a transformation into a Dionysian ruler. At Eastcheap Hal has failed in cultivating certain Dionysian properties: the free pleasuring of the senses, the capacity to live in the present, the love of wit and mirth. His final rejection of Falstaff is not a noble reformation but a banishment of the Dionysian “green world.” However, we end the play with the delightful feeling that Falstaff, an incarnation of the Dionysian vitality, has still proven himself inwardly invincible despite his outward overthrow. Falstaff gives us metaphysical comfort: the Dionysian vitality of nature is at the bottom of the political world, despite all its artificiality, powerful and pleasurable.

The purpose of this paper is to analyze Prometheus Unbound based on Hegelian dialectic. Prometheus Unbound is a dramatic poem which reveals Shelley’s idealism to seek a beautiful society. Shelley shows the liberation and freedom of humankind from the tyranny through the righteous hero, Prometheus. This poem which tells us the realization of ideal society and its process based upon love can be connected with Hegel’s dialectic that history develops through the conflict and struggle between thesis and antithesis. Firstly, Prometheus’ bringing fire and wisdom to the mankind is ‘thesis’ and his receiving physical punishment from Jupiter is ‘antithesis’. And Prometheus’ liberation by his endurance and Asia’s love can be told as synthesis. Secondly, analyzing the change of Prometheus’ psychology according to the ‘dialectic of master and slave’, his heart of hatred is the heart of slave and his heart of endurance conquering the hatred of Jupiter is the heart of master. So it can be said that the success of master’s heart after the struggle between two hearts within Prometheus brought his true liberation. Through this poem, Shelley shows us the hope that ideal society can be realized based upon love and endurance without surrender and compromise.

This paper argues that stylistic inversion should be analyzed differently from SAI, which is an instance of narrow syntax. Stylistic inversion is argued to be the consequence of direct interactions that syntax requires of phonology and semantics. We scrutinize common characteristics of stylistic inversion, and then conclude that the sentence-final subject of stylistic inversion does not raise to cannonical TP subject position, but stays low within the verb phrase. Theoretically, the subject appearing post-verbal position is due to non-application of the EPP, which requires that the subject must be filled. The motivation is that the sentence-final subject differs from the canonical TP subject, in that it receives some kind of focus. The focus property is generally caused by the subject appearing post-verbally, which also creates prosodic highlighting. Every stylistic construction has its own idiosyncratic properties, which are also systematically analyzed in a derivational way. In particular, so-inversion is assumed to be a mixed phenomenon between SAI and stylistic inversion. Also, we showed that quotative inversion allows, though normally unexpected in English, (V-to-T) movement of finite verbs.

The purpose of this study is to investigate the effects of English suprasegmental teaching. For this purpose, eleven Korean speakers’ high-low range difference in F0 and speech time of sentences were measured and analyzed. In addition, vowel duration and pitch of stressed and unstressed vowels were assessed. After that, English suprasegmental characteristics such as intonation, stress and pitch were explained in detail and the subjects’ production changes in the suprasegmental properties were analyzed. The results are as follows. (1) Korean speakers’ high-low range difference in F0 after teaching about suprasegmental characteristics was not significant. However, after practical suprasegmental teaching, the difference increased to a small extent. (2) Speech time of sentences was shorter after teaching. (3) With regard to vowel duration and pitch of stressed vowels, pitch tended to change positively, whereas vowel duration did not. (4) Vowel duration and pitch of unstressed vowels were changed positively even though the change was not significant. These results show that the theoretical explanation of English suprasegmental characteristics is not sufficient to enhance Korean speakers’ pronunciation. thus indicating the necessity of a different solution.

This study attempts to investigate effects of L2 learners’ lexical familiarity on the production of the four L2 phonological rules (stress shift, vowel reduction, vowel laxing, and consonant coalescence), applying to morphological derivatives including -ity and -ion. In English, stress shift and vowel reduction interact while vowel laxing and consonant coalescence do not interact. This study also examines the influence of L2 learners’ lexical familiarity in terms of whether the rules interact or not. For this, the production and lexical familiarity tasks were carried out to forty-six Korean college students. It was found that the accuracy rates of the vowel laxing, consonant coalescence and stress shift rules were higher than the familiarity rates of the related words. As for the three rules, the participants tended to generate correct alternations more in known words than in unfamiliar words. The participants also appeared to generalize the rules and extend the application of the rules to the unfamiliar words. In contrast, vowel reduction showed a significantly lower accuracy rate than the familiarity rate of the associated words. The participants tended to pronounce the expected reduced vowel incorrectly both in the familiar and unfamiliar derivatives. Based on the findings of this study, pedagogical implications for L2 pronunciation were made.

This paper examines how extraction of an NP out of an object DP is possible given the Complex NP Island constraint. Since the Complex NP Island Constraint prohibits extraction of an element out of CP or DP, it is puzzling how a sub-element is extracted out of DPs in certain cases. This paper shows that DPs which allow extraction of their sub-elements have definite determiners which do not project any definite meaning or sense to noun heads. This paper also show that this is due to fact that the merge of definite determiner the with a noun is not semantically triggered but simply the result of syntactic merge operation. The optionality attested in the use of the for this type of DPs is compelling evidence which supports this claim. Second, I also argue that extraction out of an indefinite DP having a PP as its complement is determined by the scope of the PP. The scope of a PP can expand as proposed by Park (2014). I show that the expansion of the scope of a PP is triggered by the interface of the meaning of the main verb and the denotation of the object DP. Lastly, I briefly address the asymmetry attested in the extraction out of subject and object.

The purpose of this paper is to show what factors are to be considered when dealing with the relationship between predicates and their complementation from a perspective of pedagogical grammar. In this paper, the term ‘predicate’ refers to the key word that determines the meaning and structure/pattern of a sentence. With a focus on selected adjectives and verbs, the following problems are discussed; i) the status of an external argument according to predicates ii) issues on the distinction between complement and adjunct with regard to internal arguments iii) the choices of different types of complements according to the polysemy of a word iv) semantic properties of predicate adjectives according to the choices of different complements v) verbs and types of complement clauses and vi) the role of a predicate in structural derivation. This investigation demonstrates the importance of a lexical approach in dealing with grammar pattern and structure in that one lexical item can take various senses which require different types of complements. Thus, the dependence of structure and pattern on lexical meaning needs to be emphasized for learners of English as a foreign language.

This paper introduces how historians and linguists can benefit by incorporating an interdisciplinary approach. By examining primary sources not only from a purely historical point, but also from a linguistic based model heretofore unknown discoveries could be made. By looking at what history and linguistics, especially historical linguistics, share in common and their differences, a solid foundation can be laid on which to build further historical (linguistic and historical) analysis. From the evidence presented historians and linguistic historians can be seen as two sides of the same coin, so to speak, in that they both try to recover meaning from primary source materials. The historian does this from a societal viewpoint and the linguistic historian does this by examining linguistic changes over time and, consequently, discover older lexical denotations and sentence structures that can affect connotation. Our conclusion is that the two fields can be complimentary, furthermore, both fields should consider exploring the other more deeply.

The purpose of this research was to examine what kinds of English learning strategies middle school students in level-differentiated classes used, and to analyze the relationship between their strategy use and English achievement. Participants consisted of 371 students (213 boys, 158 girls). Strategies Inventory for Language Learning (Oxford, 1990) was used, and students’ project work, midterm, and final exam were also used for data analysis. The followings are the results of this research. First, the cognitive strategy was used among the students in groups A and B, and students in group C most frequently used the metacognitive strategy. On the other hand, the affective strategy was least frequently used by the students in all groups. Second, their achievement was the highest in class A and then class B. Lastly, it was found that English learning strategies have effects on the improvement of the students’ English achievement. It is expected that better English achievement would come out if strategies are efficiently used with consideration of students’ characteristics.