• English Language & Literature Teaching
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• v.15 no.3
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• pp.315-332
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• 2009

The purpose of this paper is to scrutinize how Parks recalling, deconstructing and reconstructing African-American memories of the absences in American history through a black Lincoln impersonator named, The Foundling Father or The Lesser Known. Parks unearths and reconstitutes a significance for the historical event of Lincoln's assassination by repetitive mimicry and verbal puns. As a pun of the Founding Father, the Foundling Father reminds us of Abraham Lincoln, one of the most venerated figures in American history. In the first act, the black Foundling Father performs as The Great Man. This inverted minstrel show of the black Foundling Father performing a white Lincoln exposes the desire of the Foundling Father to insert his narrative within the history of America. With a series of assassinations, the African-American performers figuratively murder the power and control of the American myth. In the second act, his wife Lucy and his son Brazil dig relics from the past out of 'The great hole of history' instead of the Foundling Father. Digging and burial for African-Americans are their livelihood and their calling as well. As Parks pointed out, they should locate the ancestral buried ground, dig for bones and find bones because so much of African-American history has been unrecorded, dismembered and washed out. Parks leaves the possibilities of digging and burying on the black history through Lucy and Brazil.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.7-13
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• 2011

Scratch programming comes into the spotlight as Education Programming Language. Especially, it is made better use at educational class by accessibility and visuality in elementary school. But most of latest research is just focus on effective for programming education and prove effectiveness once more. In this study, possibility about curriculum using Scratch programming and specific applicable methods were suggested. This research suggested that how to study with scratch programming through lesson "Make a pattern" in 5th grade Math curriculum at elementary school. And there was reflected that we can verify programming procedure visually and improve creativity.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.15-22
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• 2011

Most of the robot programming curriculums consists mainly of understanding robot programming language and learning a simple grammatical sentences rather than logical problem solving process, these curriculums impose a burden on childrens' learning. Storytelling offers opportunities for continuation of childrens' positive learning motivation to practice symbolic manipulations, hold multiple abstract concepts in their heads, and create meaning between these ideas. In this paper, to overcome the difficulty of robot programming curriculum in elementary school and find teaching method which derives the childrens' motivation, we used storytelling in study of our robot programming curriculum.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.277-290
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• 2006

This study is to find out the meaning of the death in Donne's "Holy Sonnets" and divine poems. Death issue is the important theme and is used frequently in his poems. He expresses an assertion of faith about the defeat of death and wishes to gain new birth and eternal life through death. Ironically death must be died for rebirth and an inevitable death. Death is another way to get new life and return to Christ. Many readers think that "Hymn to God my god, in my sickness" is Donne's most distinguished achievement in his divine poems. The poem shows that death must be accepted willingly because it is only through death that man can reach heavenly bliss and gain new life. He develops an antithetic parallel between two hills and two trees. Paradise and Adam's tree which brought death into the world are related analogically to Calvary and the Cross, which brought resurrection and eternal life. Death and resurrection are shown to be conjoined in the poem. To sum up, Donne tried to pursuit death for rebirth and modeled after Christ's death and Resurrection.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.211-234
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• 2006

The purpose of the present study was to investigate how two types of cooperative groupworks will affect learners' academic self-efficacy and English achievement in the first graders of Middle school. Experimental class A was done by similar-level groupwork, experimental class B by differential-level groupwork, and controlled class C by whole classwork. In order to accomplish the goals of the study, questionnaires on learners' academic self-efficacy were examined before and after the experiment. Also English achievement tests were done during the experiment. The analytic results of the questionnaires and English achievement tests were like the following conclusions: First, two types of cooperative groupworks were more effective on improving learners' academic self-efficacy than the whole classwork. Second, two types of cooperative groupworks were more effective on improving two levels' (higher and medium) academic self-efficacy. Third, among three types of classworks, differential-level groupwork was the most effective on improving learners' English achievement. Fourth, in case of medium-level learners, differential-level groupwork was more effective on improving their English achievement than similar-level groupwork.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.97-121
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• 2011

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.177-191
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• 2011

This paper examines nursing professionals' English abstract to learn their preferences towards tense and voice choices. A total of 24 abstracts, completed reviews to be published by the editorial board members of the Korea Industrial Nursing Association, were analyzed for the study. Each sentence in the four parts of the abstract (Purpose, Methods, Results, and Conclusion) was examined and classified into active/passive voices, and present/past/present perfect tenses. Verbs were then further identified to see which ones were commonly preferred to state the objectives of the study, methods, and to draw conclusions. Hedging expressions in Conclusion were also examined. The results of the present study revealed that Purpose was mostly (79%) stated in the past tense with slight use (17%) of the present tense in the form of 58% active and 42% passive voice whereas Methods were dominantly (96%) illustrated in the past tense with preference of mixed active and passive voice. The Results were also preferably (92%) stated in past tense and Conclusion in both present and past tense. Verbs used by these nursing professionals seemed diverse; however, hedging appeared to be narrowly limited to a few expressions including suggest and should. More diverse English hedging expressions need to be taught at least college level writing so that the EFL learners and writers can have a better understanding of presenting statements in an appropriate level of caution, confidence, or uncertainty.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.213-246
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• 2012

This study aims to investigate how the EBS English (EBSe) After-School program has been implemented in after-school classrooms. It also aims to examine the needs of the teachers and the students involved in the program, as well as their evaluation of the program itself to date. The EBSe After-School program has recently been launched and used in public school contexts less than a year. Thus, it is necessary to examine ways how the EBSe After-School program has been applied in real after-schools; and how the program has been perceived by the people engaged. The study was conducted in 19 elementary schools and 12 middle schools, which ran their after-school classes utilizing the EBSe program. Questionnaires were given to the 52 teachers and 1,258 students using the program. In addition to the questionnaires, syllabi and lesson plans of the after-school classes have also been inspected. The study finds that, despite overall satisfaction with the program, only a small portion of students participated in the after-school classes. Another finding of the study is that there was much difference in the way of implementing the program between the elementary and middle schools. Finally, the study makes some suggestions for improving the program.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.143-157
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• 2004

Sam Shepard is one of the leading American playwrights who represented Off-Off Broadway in the l960s and 1970s. In his early days, he wrote many experimental plays but later he turned to realism. However, under the superficial realism in his later plays, we find that they contain experimental devices and themes. True West (1980) is the last play of ills realistic family trilogy. This play shows that the tradition of Old West, which is symbolized and replaced by desert, disappeared in the industrialized clues of modern West. The Old West is compared which the modern West through the struggle of two brothers, Lee and Austin. Their father, 'Old Man', ran out on his family and went to the desert but did not succeed there. He shows that he failed in achieving the American Dream. The family appears unusual and demolished The relationships of the characters are not based on love and belief. The family symbolizes the negative aspects of modern American society. After Austin recognizes the actual situation finding that there is no real life in the modern West, he tries to leave the city and his family. He wants to go to the desert in search of a new life. However, in the last tableau Lee blocks the exit and the two brothers square off. It implies that they are doomed to continue their struggle. The message Implies that American society today is lacking the same positive values they once had in the Old West.