Earticle

This paper aims at examining Lawrence’s concept of ‘life’ through Gerald’s tragic life among many characters in Women in Love. Gerald Crich is a man of will to clutch things and have them in his power. His will and consciousness to be ahead of others and possess a lot more prevents him from obtaining the true sufficiency in life. Although he achieves the advance and production of industrial civilization represented by coal-mines, there is no serious consideration and awakening at the result. This brings about the impoverished life of coal miners including himself. He seems to gain a feeling of satisfaction from the powerful machine control but in fact, he is stuck in material value system. Gerald’s life like this means a false life and is against true human relationship and true life that Lawrence suggests. It is because his life is lack of serious awareness and responsibility about human relationship. In spite of his efforts to fill the emptiness through love with Gudrun, all his attempts are in vain and he meets his death. A true life for Lawrence is a faithful life to one’s responsibility. Lawrence tries to criticize the industrial civilization and show a true life through Gerald’s tragic life.

This study investigates the repetitive transformation of gaze in Women in Love of D. H. Lawrence. In recognition of the gap between the signifier and the signified, Lawrence believes that “all things flow and change, and even change is not absolute.” In this respect he argues that the novelist should balance “the trembling instability” between reality and representation in a text. Such fluidity of the instant is enacted in Women in Love, especially by transforming the characters’ gaze through the position of “looking at” or “being looked at.” Focusing on each gaze of Gerald, Gudrun, Birkin, Ursula, and Loerke in Women in Love, Lawrence visualizes and stages the scenes in the text theatrically. In staging each scene for readers, Lawrence makes the characters change their roles of “looking at” or “being looked at” in circulation. Moreover, the narrative in the text plays a role to perform it effectively with the construction of a system of self-conscious looking at its spectacle. This way one character’s gaze system is subverted, deconstructed by another one, and left as a signifier or a metamorphic trace. Lawrence intends to transform the text playfully, change the gaze capriciously, and pursue only the temporary living presence. The transformation of gaze in Women in Love is a kind of a device to fictionalize his text itself.

Among the most influential figures who prevailed on the 18th century education for children might be included Calvin, Locke and Rousseau. This paper is an attempt to examine their views on child and its education and to elucidate Blake’s attitude toward them. First I begin with the survey of Calvinistic views on child and its education, which were imbued with the sense of original sin: a child is born a sinner, and hence the emphasis on the necessity of severe upbringing and training to redeem it from condemnation. Locke, on the other hand, seemed far more lenient in his views, objecting to harsh punishment and believing in reasoning with children. He also insisted upon the formation of useful habits in early life with recourse to the authority of a father. Lastly, Rousseau opposed to the Calvinist- Lockean educational alliance that emphasizes austerity and self-denial, asserting that personal discovery through natural experience is the true path to learning. His ideas were quite advanced and radical, and yet, in the final analysis, he does not as much differ from Calvin and Locke as might seem in that he also denies children what Blake felt were their valuable qualities, I.e. vision and imagination.

This paper aims to investigate the structural causality of violence in John Steinbeck’s Of Mice and Men. As a preceding study, the theory of Rene Girard is taken into consideration, which suggests the origin of human violence and the scapegoat principle, in order to discuss in detail the operational principle of psychological violence. The main characters, George and Lennie would be regarded as doubles mimicking each other’s desires in that they both hope to possess a piece of land that they can cultivate. Although they symbolize the double, the disagreement between their desires demands the unavoidable sacrifice of one or the other. George chooses to face reality and to be a rebellious hero who fights against the absurdity by removing Lennie who pursues only an instinctual desire, and precipitates their dreams into vain fancy. Furthermore, because Lennie’s repeated mistakes and unrealistic desires drive their community into a crisis, his sacrifice is a preventive measure that stops a greater violence which may happen within the society. Steinbeck agrees with the effect generated by the scapegoat theory of Girard. However, he also claims that the emotion of absurdity toward social violence must be overcome through solidarity between the communities as well as through the individual will, which avoids resorting to violence.

The purpose of this paper is to analyze the meanings of the Wall and people who live in the Wall in Don DeLillo’s Underworld. The Wall is a boundary line which is made to exclude and alienate those who live in the Wall and who are exposed to indiscriminate violences from outside the Wall. People who live in the Wall are similar to Homo Sacer, which is the term used in Homo Sacer by Agamben. They are considered to spray their diseases by being touched such as taboo and are placed in the zone of indistinction, where people are constantly threatened to be killed but, they have no protection at anywhere. The death of Esmeralda being watched through the internet is the typical example of showing how people live in the Wall. Ismael painting the dead on the Wall tries to accept the effects of capital as well as to sympathize the dead as the leader of those who live in the Wall. Sister Edgar believes that she is the one who attains redemption and peace of mind through Esmeralda’s dead face on the billboard.

This paper is to read A. S. Byatt’s Possession as a historiographic metafiction by examining the Victorian poets, Randolph Ash and Christabel LaMotte. Through reading the diaries and poems of the Victorians, the modern scholars, Roland Mitchell and Maud Baily, come to realize the romantic differences due to different social systems. At the same time, the scholars, as a postmodern self, find out that the past truth they search might not be the same as it was. In the second part, the conflicts of collecting heritage which is caused by a secret letter Ash wrote to an anonymous woman is considered as a problematic factor, because the collectors from England and America reveal their greed when they try to possess the letter. Nonetheless, in the process of seeking to unveil the secret relationship of Ash and LaMotte, Rolland and Maud learn to have a more integrated self by possessing and being possessed by each other. This leads Rolland and Maud to have a broad viewpoint about their future by recognizing personal autonomy. In this way, Byatt suggests a new man-woman relationship based on not an aggressive feminism but a reciprocal altruism.

This study aims to examine the characteristics of an individual’s memory on the basis of a corpus linguistic technique with James Joyce’s Dubliners, A Portrait of the Artist as a Young Man, and Ulysses. One’s memory is constructed through his or her personal experience; however, the construction of memory may also be influenced by the social framework. In ‘Eveline’ in Dubliners, Eveline’s memory of her dying mother was connected with her difficulties by patriarchal ideology. In ‘Ivy Day in the Committee Room’ in Dubliners, Joe Hynes and others remembered Charles Stewart Parnell as an Irish independence fighter; thus, their memory of him indicated that they were supporting Irish independence. In A portrait of the Artist as a Young Man, young Stephen Dedalus was forced to remember what the adults wanted at the first Christmas dinner. The adults tried to implant their own memories into him. In Ulysses, Stephen Dedalus, Buck Mulligan, Haines had different memories of the same event, and it may depend on the situations where they were at the moment. Thus, it can be said that what the main characters from Joyce’s texts remembered is closely related to the contemporary political, religious, social situations surrounding them.

This paper aims to examine a correlation between space and a dismantled family in Cryptogram by David Mamet. It is based on Heterotopia by Michel Foucault and Name of the Father by Jacques Lacan. The action in this play takes place in the living room which is a traditional symbol for peaceful space with any American family. The living room of this play, however, becomes not a space for hope and happiness, but one for loss, betrayal and the dysfunctional family. The mother, Donny, has hard time taking care of her young son, John without her husband, Robert. He left his family for his mistress. The first floor including the living room and kitchen is Dystopian space. John’s bedroom and attic on the second floor is Heterotopia, which is a real space and a space for illusion. It exists in time but also exists outside of time. John sees candles and phantoms in the dark and hears voices in his bedroom. An attic is the repository of past. John is eager to go to the woods with Robert. Robert is the absent father at home. Woods is space for Name of the Father. John wants to move from the realm of the primary relation to the mother in the Imaginary, to that of having the signifier of phallus in the Symbolic. He strives to identify himself with the law of the father.

This paper explores Giorgio Agamben’s concepts of two different forms of life—“bare life” defined in Homo Sacer and “happy life” in Coming Community—discussing their relationship with Michael K’s identity in J. M. Coetzee’s Life & Times of Michael K. Michael’s solitary yet sufficient life as a gardener offers us a more extended way of understanding Agamben’s notions of “happy life,” or “form-of-life.” Throughout the novel, Michael undergoes a significant transformation. At the beginning, his life in many ways resembles Agamben’s concept of “bare life,” but soon new form of life begins to emerge in his deserted condition of life. In other words, Coetzee later in the novel shows us a touch of hope and political futurity through Michael’s passive-active resistance against the government’s identity politics. However, Agamben’s “pure potentials” should not be confused with moralistic values such as will power, faith, and determination. Rather, it is achieved when one’s state of abandonment is pushed to the extreme beyond any light of humanistic values. Both Coetzee in Life & Times of Michael K and Agamben in his theories well demonstrate what it means to live as a “bare life” and what mode of being inaugurates the true “form-of-life” in today’s global biopolitical system.

This paper aims to investigate whether our thought about fictive motion (FM) can influence our understanding of metaphorical expressions about time in English and Korean. Two experiments showed that FM sentences including an explicit direction can influence the way Korean people think about time, but FM sentences including no explicit direction can’t. Specifically the proportion of responses differed reliably from chance (i.e., 50% Monday, 50% Friday) in the FM condition coming toward participants (e.g., “The road goes all the way from Seoul”), but not in the FM condition going away from participants (e.g., “The road goes all the way to Seoul”). The results indicate that FM sentences including an explicit direction can influence temporal reasoning and hence Korean people are strongly biased toward time-moving perspective. I suggest that the results of two experiments should come from the facts that FM sentences including no explicit direction are unclear whether they are priming ego-moving or time-moving perspectives and Korean people are familiar with time-moving sentences in everyday language. Based on the results, I conclude that FM including an explicitly stated direction (toward or away) can influence Korean people’s understanding of time.

This article provides an Optimality-Theoretic analysis of the developmental process of vowel lengthening and shortening, especially focusing on HCL and PCS I and II. In doing so, we have proposed one faithfulness constraint and two markedness constraints. The diachronic changes could be accounted for through three stages. The constraint ranking of the first stage is Ident-IO(long) >> *V[-long] sonC[ αpl]-vdO[ αpl]]σ(V), *V[+long] CC (otherwise), that of the second stage is Ident-IO(long), *V[-long] sonC[ αpl]-vdO[ αpl]]σ(V), *V[+long] CC(otherwise), and that of the last stage is *V[-long] sonC[ αpl]-vdO [αpl]]σ(V), *V[+long] CC(otherwise) >> Ident-IO(long). Additionally, this study supports the direction of diachronic sound change agreed upon, which moves from faithfulness constraints >> markedness ones to markedness constraints >> faithfulness constraint ones. That is, our analysis reflects the promotion of markedness constraints *V[-long] sonC[ αpl]-vdO[ αpl]]σ(V) and *V[+long] CC(otherwise) and the demotion of a faithfulness constraint Ident-IO(long).

The aim of this study is to compare the formant displacement in the reading rate between Korean and English vowels of Korean speakers and to delineate the Korean effects on English vowels. For Korean vowels, the change from normal-rate reading to fast-rate reading makes the overall vowel space smaller. For F2, back vowels become higher and front vowels become lower. For F1, high vowels become lower and low vowels become higher. The space size of individual vowels is more overlapped in fast-rate reading than in normal-rate reading, particularly in back vowels. For English vowels read by Korean speakers, the change of reading rate makes the F2 of a back vowel higher. However, the fast-rate reading does not make the F2 of a front vowel lower differently from that of a Korean front vowel. The F1 of a low vowel becomes higher in fast-rate reading, and it makes the space of /ɛ/ and /æ/ more overlapped. The overall space of English vowels becomes smaller in fast-rate reading than in normal-rate reading, but not so much as that of Korean vowels does. These results are different from those of Gay (1978) and Fourakis (1991). The comparison of results indicates that Korean vowels affect the formant displacement of English vowels spoken by Korean speakers.

Collocation is a morphological term that specifies the relation between words. This study is interested in the collocation phenomena in English and Korean. It deals with the kinds and characteristics of collocations, the comparison with idioms, and collocational restrictions in English. The main goal of the study is, along with the study of collocations on the description of bad state of food in English such as ‘rancid’ and ‘addled’, to examine whether there exist similar terms in Korean, only for limited number of nouns sharing a semantic category. And we have found that an adjectival term golhta is for some specific nouns, and its semantic category has been examined based on the prototype theory. Applying the notion of ‘family resemblance’ to golhta category, we could get some related peripheral members. Another goal of the paper is that, based on a study of the combinations of English adjectives and nouns, we may wonder whether equivalents of Korean translation are similar to those of English. It is assumed that we might have similar collocation relation in the two languages, but the comparison turns out to be quite different. This result suggests that collocation in each language should be acquired and learned. Therefore, when considering teaching languages, we need to pay attention to teaching collocation from basic to advanced.

This paper argues that the unpassivizability of some constructions comes from the same reason, namely the Binding Condition A violation. These constructions include those with an anaphor or the subject’s body part as their object. In order to subsume the latter under the account based on the Binding Condition A, this paper exploits the view of Helke (1979) and Bresenan (1982), which is that an object nominal expressing the subject’s body part is in a local relation with the subject. The same kind of reasoning is also extended to the unpassivizability of the so called setting subject constructions. This paper shows that these constructions’ unpassivizability can be also subsumed under the Binding Condition A violation in the modified dual v* analysis. For this, this paper introduces Morita’s (2003) framework, namely the whole-part structure, with minor revision. This paper also explores the possibility of extending the same account to the unpassivizability of some stative verbs like resemble and have. A lot of seemingly different factors causing unpassivizability can be reduced to the Binding Condition A violation.

This paper is an attempt to analyze long-distance consonant disharmony and local dissimilation in English within the surface correspondence theory. The surface correspondence theory that is an extended version of the input-output correspondence theory (McCarthy & Prince 1995) is the theory of correspondence between similar surface segments. Consonant disharmony in this paper refers to longdistance dissimilation of consonants that are separated at least by one consonant. Local dissimilation is a dissimilatory process of adjacent consonants. As an instance of local dissimilation in English, this paper examines liquid dissimilation and proposes positing reverse constraint rankings in different levels. To be specific, liquid dissimilation in English displays a different application pattern in level 1 and level 2, and this paper proposes the different application mode could be analyzed properly by a reverse ranking of the constraints. As a case analysis of consonant disharmony, this study analyzes long-distance /r/-dissimilation in English. The strengths of analyses within the surface correspondence theory is that a unified account of local dissimilation and long-distance consonant disharmony can be provided.

This paper focuses on the identification of the differences of the learning motivation and academic self-efficacy between university student groups with different academic achievement in TOEIC. The collected data were the results of the four TOEIC tests which the 83 college students have taken, and the questionnaire they have completed. The students were grouped two groups, one of students with higher achievement and the other of students with lower achievement in the final TOEIC test. The data were analyzed by way of the t-test to make a comparison of the learning motivation and the academic self-efficacy between the higher achievement of one group and the lower achievement of the other group. The results are as follows. First, the two sub-categories, among the four sub-categories of the motivation, show statistically meaningful differences between the two groups, with the five items among the total motivation items being statistically-meaningful. Second, any sub-categories of the self-efficacy show no statistically-meaningful differences, however, the three items out of the whole self-efficacy items are of statistically-meaningful difference. In conclusion, we maintain that the difference of the academic achievement in TOEIC is due to some aspects of the learning motivation and academic self-efficacy.

The main purpose of the study is to develop lesson plans based on form-focused instruction to teach language forms of 1st grade high school English textbooks of 2009 revised curriculum and apply them to actual classes. For the purpose, at the preparation stage, the researchers analyzed frequencies of form-focused techniques found in five textbooks by five types and found there were only 21 percent of consciousness- raising techniques among all language form activities. In order to draw students’ attention to language forms through form-focused instruction, then, five lesson plans were designed from focus-on-form perspective and put into action through ten classes for three weeks at the action stage. Finally, learner perceptions toward form-focused instruction were collected through a survey questionnaire at the verification stage. The results of the survey are as follows. First, students revealed a higher level of interest in the newly implemented grammar activities. They found the form-focused instruction more interesting and easier than traditional one, which led them to participate in the class activities more actively. Next, students found those focus-on-form techniques useful in their grammar learning. Study limitations and pedagogical implications are provided at the end of the paper.