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This study aims to explore how Holden Caulfield, the iconic character in American literature following Huckleberry Fin and Jay Gatsby, gets over his melancholy and fantasies and finally achieves the idea of growing up. The paper mainly utilizes Walter Benjamin’s theoretical ideas such as flâneur, melancholy, constellation of dialectical images sprung from childhood memories, etc, Holden Caulfield’s wandering as a flâneur are contextualized with his contradictory feelings of hatred and enthrallment to New York City and war experience as the historical background which also contradicts dazzling spectacle of the city. Holden, mesmerized yet shocked by spectacles, roams the city to encounter various characters that play symbolic roles to constitute allegories containing violence and fantasies. As being tantamount to Benjamin’s experience dialectically delineated with fragmentary and allegorical images, Holden’s experiences present moments of disillusionments from fantasies—a role of tragic hero devoting his life to save children, permanence of innocence, etc. Holden finally realizes that he cannot be the catcher; rather through creative usage of melancholy he reveals the potential to become an artist.

Dionne Brand’s What We All Long For (2005) tests out the viability of a multicultural Toronto rooted in racial, ethnic, and national differences. On some level, the novel is a hopeful account of cross-cultural and interracial connections in its portrayal of four twenty-something second-generation immigrant protagonists who form close affective bonds. Some critical studies on the novel have thus focused on the subject of affective, affiliative, and cosmopolitan citizenship and belonging, with the city of Toronto as a backdrop to such possibility. In this paper, I seek to recalibrate the importance of affect in the novel by concentrating on a particular character: Carla, half Italian and Jamaican, who lost her Italian working-class mother to suicide when she was five, an age not young enough to forget or to not know, but old enough to remember and bear the trauma of a painful personal history. In drawing on theories by scholars who have written on affect and emotion, I will argue that the fine distinction between the two terms can helpfully illuminate Brand’s representation of the character Carla’s attempts to move beyond a traumatic past. I will thus focus on the affective relations Carla claims and transmutes, and her creative use and forging of affective encounters with both human and non-human elements available to her.

The essay examines Pope’s “Epistle to Cobham” as an epistle about character. The poem opens with an implied discussion with Lord Cobham about human character. Pope presents two viewpoints about the character of man. One is the sceptical attitude of Montaigne who thinks that human character is unintelligible. The other is the positive attitude of philosophers, who claim that we can know about human character. Pope discusses whether or not we can get a true knowledge of human character. On the one hand, Pope insists that men are “Contraries.” On the other hand, he insists that he can account for human character by his theory of the ruling passion. For Pope the only stable element in man is his ruling passion. This thesis is supported by the portrait of Wharton, whose ruling passion is lust of praise. The portraits of the seven men back up the statement. But if we focus on the statement that we can understand the ruling passion of a living person only when he dies, it paradoxically implies that we cannot understand the character of a person when he is alive. In conclusion, Pope insists that we can understand people’s character through the ruling passion of a dying person. But the poem seems to say the opposite fact that human character is unintelligible.

This study focuses on how responsibility and interdependent relationships between the individual and the community are delineated in Toni Morrison’s Beloved. Morrison persistently describes how the black community is potentially responsible for Sethe’s crime of infanticide because of their irresponsible neglect to warn her of the approaching white slave-catchers. This tragedy transforms Sethe’s house at 124 into a house haunted by the ghost of her dead baby and more symbolically into a burial site for communal trauma and rememory. This paper discusses how the haunted individual and community can be remedied by embracing their fragmented bodies which have been traumatized by the violence of slavery. When Baby Suggs in the Clearing encourages the black community to accept and love their fragmented bodies as part of the individual’s and the community’s freed subjectivities, the black fragmented bodies do not only expose individual vulnerability but also provide a foundation for communal bonding. The image of communal bonding is epitomized when a group of 30 black women claims their fragmented bodies as a site of resistance and sings a powerful requiem that grieves for the un-remembered, ignored black slaves who were denied their life’s worth under the institution of slavery.

This paper explores how the counter-memory narratives in Kate Grenville’s Sarah Thornhill question and disrupt Australian cultural memory. Whereas Australia’s mainstream cultural memories represent ‘what we should be,’ Grenville’s counter-memory divulges the falsehood of the official memory and identifies ‘what we really are.’ Sarah Thornhill grows up not knowing anything of what her father William Thornhill did to Aborigines for the sake of taking up the land which she called home. Later on Sarah finds out the secret of her father and all the stories made up on William Thornhill’s wealth. Nevertheless, she admits that she is herself implicated in father’s guilt because she is one of the beneficiaries of the wrongdoings of the traumatic past, even though her counter-memories break the continuity of family’s glory. The novel also deals with the issue of ‘The Stolen Generation’ that was produced by Australian Founding Fathers. Sarah is asked to visit Māori in New Zealand to present a eulogy at Rugig’s wake. Her counter-memory remembers ‘against the grain’ that she did not protect Rugig and sat on the sidelines of the abuse. Finally Sarah’s shame moves her to make an apology through which she asks readers to remember responsible memories of the traumatic past.

The aim of this thesis is to study “Metta Sutta” Thought in 10 poems of Thomas Hardy’s Collected Poems, focusing particularly on loving-kindness for all of Nature’s creatures through his poems. Hardy’s only hope is that loving-kindness would spread among all the creatures as well as all the people of the world and we would realize that we are members of one family, one common lot. So the altruism in Hardy’s literary [poetry] world is that the cosmic mercy of Buddhism, which embraces all the life in a respectful and warm manner, should be based on the ‘Morality’ in a world deserted by God. In this way, the discussion on the “Metta Sutta” Thought in Hardy’s 10 poems can be condensed into “the Poetics of Mercy.” Hardy’s poetic world, which had been deviated from the traditional thinking of Christian God, was a way of realizing his will that humanist “Metta Sutta” Thought tried to correspond to the life of the present day as it was. It seems certain that the reality of the suffering of all living things on the ground can be overcome by the mercy at the base of “Metta Sutta” Thought, In this regard, the “Metta Sutta” Thought in Hardy’s poems was an alternative to blind God’s conversion to pursue the desirable life of the present and the future, and it was the practical poetics of Human Salvation.

This paper aims to explore how Kazuo Ishiguro suggests the significance of communicative action and discourse ethics in his novel, The Remains of the Day based on the communicative action theory of Habermas. As Habermas clarifies communicative action and discourse ethics through mutual understanding, Ishiguro puts the emphasis on communicative action and discourse ethics with his narrative strategy through his main character. Stevens, the protagonist of the novel, serves as the first narrator but a unreliable narrator. He becomes the best communicator only when telling his story of private sphere and history of public sphere to the readers outside the novel. In contrast, he does not become an effective communicator in the novel. From this perspective, this paper attempts to postulate that Ishiguro implies the significance of communicative action and discourse ethics in light of the communicative action and discourse ethics by Harbermas. He tries to embody communicative action and discourse ethics in the public sphere by employing history as a technical device in the protagonist’s narrative. In addition, through the mechanism of memory, he defines Stevens as unreliable narrator and cowardice with the fear of expressing his emotion in spite of dignified and professional butler. At the end of the novel, Stevens’ personality develops further from a unreliable narrator and poor communicator to an effective and caring communicator. In conclusion, The Remains of the Day offers a philosophical insight on life and the significance of communicative action and discourse ethics through mutual understanding.

This paper accounts for the ban on extraction out of adjunct clauses, by relying on labeling, especially via feature sharing. Clausal adjuncts bear distinctive properties, when compared with arguments that have been widely researched on. One of the main characteristics of clausal adjuncts is their island-hood. Especially concentrating on the adjunct condition, which dictates that a clausal adjunct forms a strong island for extraction, a feature sharing-based approach is proposed in this paper. Departing from Truswell’s (2011) semantic approach, we propose that in cases where a clausal adjunct does not form a single event with a matrix clause vP, the merger of an adjunct is left as unlabeled. In other words, the unlabeled status of the merger formed by a clausal adjunct is a culprit for imposing the adjunct condition which bans further movement out of the clausal adjunct. Regarding the exceptional exemption from the adjunct condition, extraction out of a phrasal adjunct is exceptionally allowed in certain structural environment where the phrasal adjunct (with its internal structure being vP) is merged with the corresponding matrix clause vP to form a single event via theta-identification, which successfully results in labeling of the merger.

This study investigates how tense feature affects CP’s Case-assignment. Chomsky (1980) proposed that tense is the feature which assigns Case to subject in tensed finite clauses. Chomsky (1980)’s argument, in turn, has justified the widely accepted view that untensed clauses do not assign Case. This study, however, attempts to show that, in reality, there exists a considerable amount of data that suggest that untensed clauses assign Case as well and this possibility was, initially, addressed, in depth, in Park (2020). This study argues that tense is not the sole factor which contributes to assignment of Case to subject and that Case-assignment to subject can be triggered by other factors such as marking of a sentence as a proposition in English. This study also reveals that Park (2020)’s attempt to analyze the derivation of relative clauses under the perspective of movement nicely converges with Case-assignment theory. In the meantime, this approach also provides a principled account of the phenomenon that anaphor-binding relation holds between a head noun(antecedent) and anaphor in relative clauses. Lastly, this study also reveals that subject case marker-dropping in untensed non-finite clauses in Korean is triggered by the syntactic environment in which the subject does not have agentive theta-role.

By conducting a production experiment, this study aimed at examining focus prosody in English and Korean to identify the similarities and differences between the two languages. Six native speakers of each language participated in the production experiment and produced target sentences that contained either broad focus and discourse-new focus constituents. The two focus types (that is, broad vs. discourse-new) were directly compared for acoustic analysis. A series of random forests analysis was also conducted to determine which acoustic cue was most important in distinguishing discourse-new focus from broad focus in each language and to spot the most important cue contributing to the differences between English and Korean focus prosody. The results revealed that discourse-new focus realized with sufficient prominence was clearly distinguished from broad focus in each language, supporting the claim that a focused element is maximally prominent within a sentence (Truckenbrodt 1995). However, the findings of the random forests analysis demonstrated that different cues behaved differently in the focus prosody of each language. This study, therefore, argues that the way to realize focus prosody is not uniform across languages, mainly because of languages’ different prosodic structures.

This study deals with the realization patterns of NC̥ and NS in different loci where the sequences appear in a word such as across the prefix-stem boundary and within a root/stem. The NC̥ and NS show asymmetrical output patterns. The former is faithfully realized across the morpheme boundary maintaining its voicing feature of the obstruent while a coronal stop after a nasal is optionally deleted when followed by an unstressed vowel within a stem. An NC̥-Peripheral sequence occurs within a stem without undergoing changes. On the other hand, the prefix-final nasal in an NS is deleted across the prefix-stem boundary while it is faithfully realized within a stem. The uneven realization patterns in English are interesting in that the NC̥ shows different realization patterns observed in cross-linguistic NC̥ sequences while the NS shows similar realization patterns found in languages of the world. We ascribe these asymmetrical output patterns of NC clusters in English to variant interactions of *NC̥-Cor and *NS with high-ranked constraints which protect the initial segment of a stem and a stem-sonorant. In addition to these, a word-medial coronal [t] is ensured by Max-F(σˊ) which reflects the prosodic prominence in a word. The target of deletion is confined to a prefix-final nasal and an onset of unstressed vowel in a word which shows that the realization asymmetries are controlled by morphological and phonological prominence versus non-prominence.

This paper aims at analyzing the correlation among English learners’ interest in English, learning strategies, and academic achievement, with a group of the 93 Korean four-year college students specializing in aviation-related majors. They took a mock or official TOEIC, and were asked to complete a questionnaire on learning strategies and interest in English. ANOVA and multiple regression analysis resulted in determining the relationships among all variables. The findings were as follows: First, interest in English and variables in learning strategies were found to be statistically significant predictors of academic achievement. Second, compensation strategies showed the highest mean in the upper group, cognitive strategies in the intermediate group, and social strategies in the lowest group. Third, affective strategies, social strategies, and compensation strategies had statistically significant impacts on the students’ academic achievement. In conclusion, the correlation among interest in English, learning strategies and achievement was found to be definite. Implications for the practical class and further effective studies are suggested.

This study aims to investigate the effectiveness of English vocabulary class using an augmented reality (AR) application for elementary school students’ cognitive (phonemic awareness and vocabulary ability) and affective (interest, self-confidence, and immersion) domains. Forty-one students participated in the class for 6 weeks (twice a week). Most of them were at a beginner level in English courses. The class for the experimental group (20) was taught using an AR technology and the control group (21) was operated using the traditional method of instruction. The research findings suggest that learning activities based on AR have statistically meaningful effects on enhancing phonemic awareness cognitively and self-confidence affectively. It is encouraging that English classes based the AR application can improve the cognitive and affective domains of young learners with low English skills. This study shows the educational potential and possibilities of learner-friendly AR technologies that can be practically applied to in education classes for elementary school students. Further studies are needed to design more effective teaching and learning models based on augmented reality platforms in English education.