• Journal of English Language & Literature
• /
• v.56 no.1
• /
• pp.65-78
• /
• 2010

The purpose of this paper is to suggest that the International Phonetic Alphabet be included in English curriculum and taught in English classroom. Current English curriculum for elementary and middle school students doesn't specify anything for the education of the IPA. The knowledge of IPA is essential for the students to study by themselves how to pronounce English words. The IPA, however, is either too little or too much to be taught at school. It is too little in that it doesn't tell us anything about allophones, the knowledge of which could enable us to get rid of foreign accents as much as possible. It is too much in that it can represent more than one sounds (e.g., /ɔ/ in American and British English). To overcome these drawbacks, it should be introduced gradually with the allophones in the same environments. The correct vowel sounds should be introduced with the aid of pronunciation dictionary so that the students could get their own vowel quality. Moreover, the IPA symbol should be adopted for the English textbooks.

• The Journal of the Korea Contents Association
• /
• v.13 no.3
• /
• pp.495-501
• /
• 2013

The words a speaker uses can be regarded as the core, the main issue and a symbolic icon of what he says. Applying this to presidents' addresses of each English literary society in Korea shows that frequency in use and the linkage of words they use in their addresses are value and ideas executive officers pursue. The purpose of this study is to analyze the contents of presidents' addresses introduced in home page of each English literary society in Korea and investigate features and constitution of them each, focusing on analysis of a language network. The results of this study show the features of resemblances and differences of commonly-used words. In addition, these results appear to suggest that they can be also applied to a comparative study between the English literary societies in Korea.

• English Language & Literature Teaching
• /
• v.16 no.1
• /
• pp.209-233
• /
• 2009

Many difficult literary texts have been disregarded by the teachers as well as the students in the EFL context. The abridged version, however, has its pedagogical usability when viewed as an extension of the literary text like movies and comic strips. Legible abridgments boost up the critical mind among the learners by enhancing their involvement in responding more actively to each class. In addition, to study an abridged version makes the future teachers accustomed to use it as a usable material. Abridgment has its efficacy in the literary study, too: reader-response criticism and narrative scholarship. First, the learners' creative engagement to the text encourages them to draw their personal experiences which are made up of the basic storyline. Second, a personal experience linked to the story has a relationship to narrative scholarship proposed in contemporary ecocriticism. Narrative scholarship is a new academic trend that merges the writer's personal experience in physical surroundings with the text which describes the same or similar natural environment. The role of teachers is a key to succeed in the abridged version pedagogy. They can facilitate a web of learner, text, and social context by providing a friendly atmosphere to encourage students' active participation, as well as supplementary materials of the original text.

• Journal of Digital Convergence
• /
• v.14 no.4
• /
• pp.43-53
• /
• 2016

The purpose of this study is to examine the meaningfulness and the possibility of developing kinetic narrative educational contents based on English literature with convergent approaches. To accomplish the objective, this paper examines three areas of research such as kinetic education, English literature education, and total physical response-storytelling method. It introduces the following three stages of development procedure: 1) selecting and analyzing English literature, 2) designing a prototype including the story flow, the movement and the motion interaction design, and 3) constructing motion database using Laban movement analysis. Then, how to apply it to young learners is illustrated with 'the story of the three little pigs,' Finally, implication for the field of young learner English education and English literature is discussed.

• Korean Journal of English Language and Linguistics
• /
• v.1 no.3
• /
• pp.417-435
• /
• 2001

The aim of this paper is two-fold. First, it examines the romanization of personal names of the teachers who teach English at a university and compares it with the romanization of the general public to see whether there is a unity between the two groups. Second, it explores whether the teachers romanize their personal names consistently and, if they don't, how differently they romanize their names. The data used in this study are the romanized names of the 313 authors who published their articles in The Journal of English Language and Literature from 1991 to 2000. The study shows that the English teachers and the general public differ in the order of the given name and surname as well as formatting. Most of the English teachers prefer to put their surnames last while the majority of the general public put their surnames first. The English teachers opt Gn-Gn and Gngn whereas the general public select Gn Gn for their given names. However, both groups, in general, spell the surname with the same Roman alphabets. The study also shows that the English teachers frequently reverse the order of the given name and surname, and change the formatting of their given names. They, however, spell their names rather consistently. This result indicates that Koreans may be lenient with the order of the given name and surname and formatting of their given names. However, they will unlikely change the spelling of their names even when a new policy on personal names is promulgated.

• Journal of English Language & Literature
• /
• v.54 no.2
• /
• pp.189-215
• /
• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• Journal of English Language & Literature
• /
• v.53 no.2
• /
• pp.335-357
• /
• 2007

This study aims to investigate the pragmatic features of Korean EFL learners' interlanguage in the communicative act of complaining. Since a complaint, by its nature, is likely to cause offence, thereby threatening the social relationship between the speaker and the hearer, making a complaint in a polite manner is of crucial importance in maintaining harmonious social relationships. However, very little research has been carried out on the complaint speech act performances of Korean EFL learners. In particular, studies which attempt to examine the effect of social status on the choice of complaint speech act strategies are rare. The present study compared the complaint speech act performances of Korean EFL learners and those of native speakers of English with respect to social status. 24 Korean EFL learners and 28 native speakers of English participated and the data were collected via a Discourse Completion Test. The findings revealed that Korean EFL learners differed from native English speakers in the use of complaint strategies. These results indicate that Korean EFL learners lack certain important skills necessary to make complaints appropriately, suggesting the need for the foreign language learners to develop a more extensive pragmatic knowledge of complaint strategies.

• Journal of English Language & Literature
• /
• v.55 no.1
• /
• pp.129-152
• /
• 2009

The paper aims to prove symmetries of the left and right edges of a morphological unit through the analysis of English blends. Blends are the words derived from two existing words by snipping the middle parts out and putting the rest together, such as smog (

• Journal of English Language & Literature
• /
• v.64 no.4
• /
• pp.601-616
• /
• 2018

This article explores the ways Charles Dickens's roles as novelist and journal editor overlapped and influenced one another in the serial publication of A Tale of Two Cities (1859) and complicates recent historicist readings, which situate the novel in relation to the Indian Mutiny (1857-59), by calling attention to a double imperial logic used to construct British subjectivity not only against forms of Eastern Otherness but, moreover, against forms of Southern Otherness associated with the European South, especially Italy. Analyzing Dickens's historical representation of the French Revolution in relation to its contemporary international political context, this essay examines how the novel's serial publication draws upon political discourse from contemporary articles on the Second Italian War of Independence (1859-61) appearing concurrently in Dickens's journal, All the Year Round. Orientalism circulates simultaneously in the novel as a distant and exotic as well as a provincial and parochial representation of racial and cultural Otherness.

• Journal of English Language & Literature
• /
• v.60 no.2
• /
• pp.339-363
• /
• 2014

This essay reconsiders the subject of Romantic self-consciousness in a post-de Manian perspective. Self-consciousness is an attribute of Romantic lyricism whereby the poetic speaker I remains conscious of how (s)he feels or lives here and now. This self-reflective feature of Romantic poetry has been controversially interpreted either as self-centered solipsism or as self-expressive objectivism. The question is stirring more disputes among Romantic critics after the advent of New Historicism and Feminism. These two historicistic approaches reprove Romantic poetry for a lack of the sense of history and ascribes it to Romantic self-consciousness. They argue that Romantic poets in general displace historical materiality into an object of internal consciousness, so negating absurd social realities "merely to gain their own immortal soul." This essay targets to overcome this negative stance on Romantic self-consciousness with a "subversive" return to Paul de Man's criticism of Romantic internality.