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The purpose of this essay is to study the iconicity of James Joyce’s Finnegans Wake. The iconicity is the similarity or analogy between the form of a sign and its meaning. It is usually divided into two different types: the imagic iconicity and the diagrammatic one. The two types of it can be applied to analyze and explain some characteristics of the major characters of Finnegans Wake. In the novel, many of the characters morph into other characters from scene to scene, and the two main characters, HCE and ALP, seem to be divided into separate sides of their personality. The multiplicity of their incarnations makes it difficult to identify them in the same way as characters in traditional fiction. The portmanteau word of Finnegans Wake challenges two myths on which most assumptions about the efficacy of language rest. The writer James Joyce used a lot of icons, indices, and simbols(sigla), blending the reality of life with a dream world. He also created a few diagrams or signs for the chief characters, e.g., ⴜ(HCE), △(ALP), ⼕(Shem), ∧(Shaun), and ⊣(Issy). As an experimental novelist, Joyce exploited the iconic aspects of letters and ciphers to go beyond the limits of traditional language.

Virginia Woolf’s Mrs. Dalloway (1925) problematizes bourgeois housewifery as a condition that puts a married woman like Clarissa Dalloway into a contradictory position in which she is at once a beneficiary of bourgeois institutions and its victim. While housewifery binds her, because she is also dependent on the dominant order and inseparable from it, she is simultaneously an accomplice and a critic. I call this ambivalent condition “bourgeois dissidence,” a concept that Raymond Williams develops to describe the writers’ ambivalent position in the inceptive period of modernism and the avant-garde, which is bourgeois but dissident, and dissident but bourgeois. This dual position is one of the key characteristics of modernists as they strived to counter the orthodox and invent the new. As such, their works contain the potential to develop into politics of wide spectrum— from fascism to communism, from aesthetic conservativism to artistically innovative progressivism, and from solipsism to realism. Clarissa, too, as a modernist figure, occupies this double position in which she is a bourgeois but dissident and a dissident but a bourgeois. Her seeming doubleness contains, like modernism does, the potential to turn into new art, new position, and new politics.

This study aims to examine Antigone’ role of raising a question to the state-oriented ideology in Ancient Greek, and analyze what it signifies to women in charge of the private sphere, Oikos. It also explains that Antigone the protagonist’s role as the heroine overwhelming male characters is intended to educate the audience the dynamics: a new public order cannot be realized without respecting the private world when the private world conflicts with the public world. Sophocles’ Antigone presents the problem as a family conflict through the confrontation between Antigone, who wants to protect the private sphere, and Creon, who prioritizes the protection of the state. So Athenian audiences can realistically consider the cause demanded by the state. In it, Antigone serves as a person who raises a question to the ideological coercion of the public world. Antigone shows that a woman’s voice limited to the private sphere awakens the dignity of women and the importance of the realm in relation to national power, even though the work adopts the typical image of women in ancient literature. In the end, this can be regarded as being in line with feminism’s politics of participation in the reality in that the woman educated the public on how to modify and supplement the male-centered political world.

Since the introduction of MERGE, a structure-building operation on a workspace by Chomsky et al. (2019), relatively few studies have been done regarding the Subject Condition. The present study delves into subject phrases in different structural contexts, focusing on sub-extraction from them. Witnessing the variation in terms of judgements, we conducted the acceptability judgement task on different kinds of subject phrases. Accommodating the results of the acceptability judgement task, we propose that subject phrases in general undergo pre-MERGE Transfer prior to their external MERGE. Being sent to the interfaces before they are introduced to the derivation, this implies that they subsequently become opaque to sub-extraction. On the other hand, when extraction is permitted (at least in some cases), such an early Transfer of certain types of subject phrases is delayed, being accessible for further operation. Thus, they naturally enter the derivation at hand and receive V-feature from the matrix verb to achieve the relevant labeling; extraction out of them is then allowed as it can be fed by proper labeling. All in all, this paper deduces the Subject Condition within the framework of MERGE, by resorting to pre-MERGE Transfer without drawing an additional stipulation.

This study provides an alternative analysis of English syncope occurring in post-stressed positions to improve syllable parsing and foot structure in English. In post-tonic syllables, two types of syncope occur: one is general syncope, where only a vowel in an unstressed vowel deletes, and the other is a variant syncope in which two unstressed vowels delete. Analyses on syncope so far have focused on syncope environments and the clusters to be formed after syncope. It has been argued that syncope occurs when consonant clusters formed after syncope show a rising sonority. This common factor has been the major argument in syncope. However, such a concept might be problematic in multiple-syllabled inputs where two variant syncope outputs are possible. To avoid such a problem in syncope, we need to limit the domain of syncope to a foot. Thus, if there are two feet and syncope occurs in the first trisyllabic left-headed foot, the vowels in the first and second syllables become the target of syncope. To distinguish a preferred syncope output from a secondarily favored output, we employ constraint reranking of Parse-σ/NoCoda and *Comp-Ons/Contig-Rt, which are not highly ranked in the analysis to explain the most common type of syncope and variant syncope outputs by using two combined constraint rankings in English.

This study aimed to investigate nine English functors’ order and input frequency in the current five series of elementary English textbooks. Key expressions in each lesson were scrutinized to determine the order in which the nine functors were introduced in the textbook series. As for the input frequency of each functor, two main dialogs from the 3rd to 6th grade, scripts for role-playing in the 3rd and 4th grade, and reading texts in the 5th and 6th grade were scrutinized. The findings of this study were as follows: First, the five textbook series introduced the nine functors in the same order, introducing the five functors in the 3rd grade and the remnant functors in the 5th grade, using similar key expressions. Second, the nine functors showed a large variance in input frequency in accordance with the order that they were introduced: The earlier the functors were introduced, the more frequently they occurred in the textbook series. Third, the functors’ order and input frequency might contribute to explaining the disparity of the plural ‘-s’ in the ESL and EFL morpheme order and the difference in the emergence of the auxiliary ‘be’ between elementary and middle school students in EFL settings. Suggestions were made concerning materials development for EFL child learners and teaching English functors to them.

This paper examines the cause-and-effect relationship among intrinsic motivation, meta(cognitive) strategies and academic achievement in a group of four-year college students. The 82 participants took a fifteen-week English course, a mock TOEIC, and completed a questionnaire on intrinsic motivation and metacognitive strategies. T-tests and multiple regression analyses were conducted to determine relationships among all variables. The findings showed that, first, intrinsic motivation and metacognitive strategy were statistically significant predictors when comparing academic achievement between groups. Second, among metacognitive subcategories, learning method and learning purpose were statistically meaningful indicators of academic achievement. Finally, multiple regression analyses predicted that intrinsic motivation and metacognitive strategy have a cause-and-effect relationship in college students’ academic achievement. In conclusion, the cause-and-effect relationship among intrinsic motivation, metacognitive strategies and academic achievement was found to be definite. Implications for the practical class and further effective studies are suggested.

The aim of this study is to investigate how Korean college students perceived hybrid classes, in terms of their social interaction. Also, it aims to examine the relationship among ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’ throughout the semester. To achieve the aims, the research questions were established as follows; 1) how did Korean college students perceive the hybrid online classes in terms of their ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’?, 2) Is there a correlation among those three constructs as they took the online classes conducted in a hybrid format? Thirty-nine college students who took hybrid classes responded to the pre- and post-surveys, which were modified from the Rovai’s (2002) Classroom Community Scale (CCS). The t-test and the Pearson correlation efficient were employed. The results of data analysis showed that the hybrid classes had a positive effect on students’ perceptions of ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’, and that the students’ social interaction in the hybrid classes had a statistically significant correlation with ‘sense of belonging to the class’ and ‘class satisfaction’. Based on the research findings, more suggestions and implications for the non-face-to-face classes are presented.

The purpose of this current study is to identify any differences of the perceptions and satisfaction of the pre-service elementary English teachers with respect to a synchronous Metaverse-based English instruction and an asynchronous LMS-based one. To figure out the answers of the given research questions, a total of 54 student-English teachers enrolled at the national university of education participated in the 4-week case study, and a pre-and post survey was distributed to analyze their perspectives. After divided into 2 groups, an experimental group took a course in a synchronous Gather.town-based instruction format, whereas the other control group had an asynchronous LMS-based lecture with pre-recorded weekly instruction clips and lecture notes. The results showed that there was a positive improvement both in the perceptions and satisfaction degree in an experimental group taking a Metaverse-based learning as opposed to the control group, and there was also a significant difference in both factors. To sum up, it was clear that a Metaverse-based learning experience has a potential to help English language learners and English teachers to achieve a learning goal by escalating motivation and interest for learning. Lastly, some educational suggestions and research limitations are also addressed.

This study aims to investigate the differences in Meister high school students’ learning motivation and demotivation factors according to their grade, English proficiency, and English improvement. The participants are 86 students who attended a three-week intensive TOEIC program. A questionnaire survey and mock TOEIC scores were used for data collection. The findings reveal that 1) in terms of learning motivation second grade students’ instructional motivation level was significantly higher than that of the first grade, and among the demotivation factors, the second grade participants’ learner factor, in-class environmental factor and out-of-class environmental factor were found to have a higher mean difference, 2) there was no significant difference in the learning motivation level between groups classified by English proficiency but the lower English proficiency group showed significantly higher levels of demotivation in the learner factor than that of the upper group, 3) there was no significant difference in the learning motivation and demotivation levels between groups in the TOEIC score improvement, and 4) while employment was the main motivation for TOEIC study, the difficulty of studying TOEIC vocabulary, grammar, and listening was the primary source of demotivation. Also, some suggestions for remotivation were provided.