This study selects Mark Haddon’s The Curious Incident of the Dog in the Night-Time and analyzes the inner world of Christopher, a 15-year-old boy suffering from Asperger’s syndrome. It explores how he processes his family’s ethical problems as well as his ego and his disabilities. The issue of autism, particularly Asperger’s syndrome, has not been of much interest in children’s literature. Because of his Asperger’s syndrome, Christopher’s mental, emotional, and social deficiencies affect his family and society, and his growth process also causes ethical problems in his family. In particular, his parents’ ethical shortcomings is one of the key topics in the novel, which has many implications for today’s society. Christopher notices that he clearly belongs to a minority in society and feels isolated, but he also has the inner courage to carry out the self-exploration that the main characters try in most children’s literature. However, it remains to be questioned whether Christopher will be able to mature and gain the awareness to have a smooth social life with others. This novel shines a spotlight on those living with Asperger’s syndrome and inviting readers into their inner world.

This paper examines nine Old English bound morphemes (-bora, -dōm, -hād, -lāc, -ræden(n); -bǣre, -cund, -fæst, -ful(l)) from the perspective of Construction Morphology (CxM). It is observed that the nine bound morphemes have suffixoidal properties of exhibiting bound (special or abstract) meanings when embedded in compounds. Different from the previous study by Kim (2017) that OE borderline morphemes are on the morphological cline between FWs and suffixes with varied degrees, this paper within CxM views that the formations with the bound morphemes are ‘Constructional Idioms’ (CIs) with specific FORMs and MEANINGs, and suggests that the OE CIs with the bound morphemes can best be seen as the subsets of OE prototypical compounds. The following are main results and arguments of this study, all of which are based on the theoretical advantages of CxM: i) by means of abstract subschemas, the formal and semantic properties of OE CIs with the nine morphemes ([Xi-bora/-dōm/-hād/-lāc/-ræden(n)j]Nk; [Xi-bǣre/-cund/-fæst/-ful(l)j]Ak) have been clearly represented; ii) it has been assumed that OE lexicon is hierarchically organized with varied levels of abstractness; CIs as the subsets of compounds are dominated by OE prototypical compounds on the higher node; iii) since the nine OE bound morphemes are part of compounds, they do not need to count as the intermediate category of ‘Suffixoids’; iv) this article has suggested that OE CIs with the nine bound morphemes are developed through ‘Constructionalization’, rather than grammaticalization or lexicalization.

This study aims to investigate Harry Potter films as including themes and video reflected the aesthetics of heritage films. The Harry Potter films also reflect British nostalgia and progressive views, reproducing the boarding school’s educational system for the privileged and the architectural solidity of ancient schools, therefore suggesting that Hogwarts itself is considered a world for the upper middle class. Films reproduce a male-centered society through masculine confrontation in Hogwarts, which is no longer safe. In addition, the Malfoy family, composed of pure-blood wizards, is set as an adversary; Hermione shows meritocracy and equitable distribution of power; and Harry Potter, a mixed-race hero, is confirmed as Hogwarts’ successor. Along with these themes, Diagon Alley displays Dickensian costumes, settings, and props; the Gringotts bank has an awe-inspiring and imposing appearance; and Hogwarts shows the visual aesthetics of heritage films in both its exterior and interior, and in students’ lives. The Harry Potter films, incredibly successful fantasy blockbusters, have British heritage cinematic characters that embrace national nostalgia and a progressive future in their narratives as well as in their visual reenactments. The heritage aesthetics of Harry Potter films also creates extensive added value by establishing a connection with various heritage industries.

This paper is a case-study on teaching “Romanticism” through hybrid Problem-Based Learning, which aims to strengthen the student’s self-directed learning capacity, by actively participating in learning to solve a given problem and conducting research, discussion, and presentation of results through group activities. The teaching and learning activities in “Romanticism” class, which include interpretive capacity to understand and analyze the texts, writers, works, and their social and historical backgrounds, are in part, what PBL already assumes. In “Romanticism” class, three PBL modules were conducted on nature, rights, and the novel Frankenstein. 1st module topic is “Enlightenment and the Emergence of Romantic Nature and students should write an article for English Times. 2nd module topic is “The Rights of Man and the Revolution Controversy” and students should contribute a scholarly article for “Society for Minority in Literature”. 3rd Module topic is “Frankenstein and Romanticism” and students as the PD of the liberal arts bureau of a broadcasting company must plan a documentary scenario for ‘Sci-fi in the Romantic Era’. Results show that students in PBL Romanticism class do not sacrifice content acquisition of Romanticism when compared to student learning in traditional Romanticism class settings. Rather they tend to exceed the scope of Romanticism. More importantly, PBL questions seem to meet the practical needs of students, though partially. However the adequacy of the Romanticism PBL problem, the specificity of English literature, the rapid change in the role of the professor and other issues must be dealt with in follow-up researches in order to carry out more improved teaching method in Romanticism class. It is clear that the 21st century is in the midst of a paradigm shift from knowledge transfer and acquisition to knowledge construction, and literature education through PBL is a part of its efforts as well.

Christopher Boone, the first-person narrator of Mark Haddon’s The Curious Incident of the Dog in the Night-Time (2003), displays a curious symptom, phobia of bodily touches in every human relationship. Most existing studies have viewed Christopher’s phobia of touches as a typical symptom exhibited by autistic people, but this paper argues that Christopher’s symptom is engaged to expose a ubiquitous social phenomenon shared by a host of people in fiction and reality. Conceptualizing Christopher’s phobia of touches as not an individual problem belonging to a small group of people who are ostensibly disabled, but as a universal phenomenon that is caused and fostered in a particular sociocultural setting, this paper recognizes a range of sociocultural domains as responsible for development of the illness. Christopher can be viewed as a wounded individual who acquires this pathological symptom while living in a traumatic social setting rooted in the ideology of being normal. Within society, the protagonist is affected by social emotions such as shame, disgust, and fear of potential contagion, and consequently, develops a phobia of touches. This paper also notes that traumatic relationships, which involve unpleasant types of touches, may be a crucial factor causing the character’s rejection of touches. What should be emphasized is that Christopher’s phobia of touches could resolve through ongoing effort and support from surrounding social community, since it is a socially acquired illness, rather than a biological condition resulting from a neurological difference. Calling for readers’ attention to Christopher’s illness represented in The Curious Incident of the Dog in the Night-Time, the present discussion encourages contemplation regarding how to rescue the character from the autistic world where he is increasingly distanced from human touches, and trapped in an oppressive silence without mutual connections with others.

This study is to see how English there existential sentences with negative words and quantifiers are translated into Korean, focusing on end-focus realization of information structure. Target texts are three versions of English-Korean translation texts of Pride and Prejudice by Jane Austen. After the study, it is found that there are 80 expletives with negatives and 78 cases with quantifiers among 277 existential sentences, which account of 57% of all there sentences. This clearly shows negative words and quantifiers play a pivotal role in there sentences. Also, the study finds out that the existential sentences with quantifiers are more precisely end-focus realized than the other ones with negatives in all the three target texts and the result is proved statistically meaningful. One of the main reasons is that there is more possibility of different versions of verb translation than noun in English-Korean translation. English negative words in there sentences go with more verbs than nouns in Korean. English uses there sentences to stress the absence or the quantity of a specific noun and this purpose should be seriously considered in both translation and education.

In prehistoric Old English (OE), nasal loss before a homorganic fricative results in compensatory lengthening (CL) of the preceding vowels, some of which are subject to raising. Traditionally, CL is treated as mora preservation (Hayes 1989): CL takes place to preserve a mora that belongs to the deleted coda consonant. CL represents a case of counterbleeding opacity, which has been a great challenge to classic Optimality Theory (OT) (Prince & Smolensky 1993/2004, McCarthy & Prince 1993, 1995). The goals of this study are 1) to explore nasal loss with CL including vowel quality change in OE and 2) to show how the OE data can be analyzed within the framework of OT-CC (candidate chains) (McCarthy 2006, 2007ab). In this study, it is proposed that the condition on GEN banning stray elements should apply only to the terminal link in a candidate chain, whereby nasal loss with CL in OE can be accounted for without recourse to a counter-intuitive mora-sharing structure (Shaw 2008). Also, it is shown that the OT-CC analysis of CL in OE allows us to incorporate some of the insights of derivational approaches and to analyze the OE data regardless of moraicity of a coda consonant in the input.

In 19th century British society, men and women were divided into private and public spheres; and men’s role was to progressively pioneer life in the public sphere, while women’s role was to passively comfort men in the private sphere. This role division meant that women had relative, not independent existences. This era also had a severe economic gap between the rich and the poor; the labor or lower class was destitute, with women living even harder lives than labor workers. Repression and unfair treatment toward women was an important issue during this period. Working class women were dually oppressed, both economically and sexually. Jane Austen satirizes the reality of British society with positive female consciousness that transcends the contemporary gender ideology. She criticizes repression toward women and satirizes reality with Elizabeth’s autonomous identity and morality about marriage in Pride and Prejudice.

This article examines whether receptive vocabulary size can forecast college students’ TOEIC？？ readiness using the New General Service List Test (NGSLT). A growing body of empirical research has evidenced that L2 vocabulary knowledge is one of the most vital factors in language learning and academic success in the EFL context. Of convincing arguments on the predictability of L2 learners’ vocabulary size, it has been claimed that L2 learners’ vocabulary size is strongly correlated with receptive skills of language like reading and listening. Even though Korea is one of the biggest consumers of the TOEIC？？ assessment arranged by the ETS, however, TOEIC？？ readiness has rarely been problematized in practical aspects assisting college students’ career goal-oriented language learning needs, thereby failing to help students aware of their TOEIC？？ readiness in advance without any financial burdens imposed on themselves. This study thus sought to investigate the correlated linear relationship between the NGSLT Vocabulary Size Scores and the official TOEIC？？ Test Scores produced by over four hundred two-year college students majoring in airline services. Overall, it was attested that the New General Service List Test (NGSLT) had a high predictive power of the TOEIC？？ readiness for those collegiates seeking a position as a flight attendant in the airline industry. This study concludes that what starts as building L2 vocabulary size can quickly escalate into the TOEIC？？ skills’ growth, entailing the enhancement of L2 English proficiency both in reading and listening. Some pedagogical implications will also be addressed pertaining to how L2 learners can self-promote autonomous learning.

This paper claims that the causative verbs such as make, have and get acquire their causation meanings through the metaphor CAUSATION IS AN ECONOMIC DEAL. This claim can be evidenced by the fact that the basic meanings of the verbs all concern economic deals such as production, possession, and purchase. Furthermore, this paper argues that we can identify further detailed metaphorical entailments of the metaphor which are manifested by the different conceptualizations for the semantic extension of each causative verb. The metaphorical entailments are based on non-constituent correspondences between forcing and producing, between requesting and possessing, and between persuading and buying. We further claim that these different correspondences can address different statistical patterns previously observed with respect to the three causative verbs.

L2 language acquisition has been influenced by L2 input and L1 transfer. The former is virtually definitive in teaching, whereas the latter is a contrastive study of L1 and L2. Recently, as researchers continue to explore how L2 acquisition occurs, and as greater depth of analysis is desired, they are becoming more aware of the possibility of UG influence. This present study reviews current research that asserts UG influence in L2 acquisition and explores implications of that assertion. Investigating ambiguities of UG influence involves examining parsing selections at the point of interaction with L2, and syntactic choices may offer insights into the nature of the parsing mechanism. Within an L2 context, recognition of UG influence may broaden L2 learners’ and instructors’ perspectives of interlanguage use. This overview of research on UG influence also provides pedagogical insights for L2 instructors and learners.

This study aims to examine how Christopher Boone─the first person autistic narrator in Mark Haddon’s The Curious Incident of the Dog in the Night-Time─ processes a large influx of outside information, which accompanies the emotional turmoil of the adults around him. Christopher imposes series of personal logics on indeterminacies happening around him, controls pieces of information that are physically transmitted, and focuses on solving math and science problems to prevent his cognitive disruption. For him, the storming of outside information is likened to a rapid virus spread in point that people try to keep social distancing, wear facemasks, and get vaccine shots. Insofar as the adults are drawn into Christopher’s eccentricities caused by a whirl of information overflow, they cannot help being caught by anger, frustration, and helplessness. The fear of information processing breakdown triggers off the dissemination of diverse negative feelings. Thus The Curious Incident can be perceived as a symbolic representation of information contagion and emotional variations in the pandemic period.

Multiculturalism has emerged as an alternative to resolve conflict between mainstream and minority cultures due to the movement of the population, and has already become a cultural trend, Shakespeare’s speech has diverse rhythms, energy and magic with its own language, pursuing values and virtues by expressing many conflicting possibilities and moral values. This study aims to discuss the greatness of Shakespeare from a multicultural-perspective. I would like to examine from the perspective of the 21st century why Shakespeare still has to work in this era by exploring his inherent international sense, multiculturalism, or his ability to build up this culturalism. The biggest thing of Shakespeare’s play is that it is universal beyond the times and races, but this universality is regenerated in a contemporary way. This will be why Shakespeare and his works are accepted, translated, adapted, and educated across the world, transcending time. Therefore, this paper does not aim to analyze specific characters of a particular work, like most existing Shakespeare s papers usually do. Starting from the issue of culture and multiculturalism, this paper aims to discuss the idea that Shakespeare’s work can not only be understood in various cultures from a universal perspective and he can be newly recognized as the socio-cultural commodity in the 21st century.

This paper explores a semantic account of the gradability of conditionals, a phenomenon in which the degree of probability varies according to the types of conditionals such as present indicative conditionals (PICs), past subjunctive conditionals (PSCs), and past perfect subjunctive counterfactual conditionals (PSCCs). Observing that the degree of probability decreases from PICs to PSCs to PSCCs, this paper argues that two aspects – i.e. tense/aspect and different ordering sources – should be considered for the semantic analysis of the gradability phenomenon. Tense and aspect are what makes PICs semantically distinctive from PSCs and PSCCs. The past tense in PSCs and the pluperfect in PSCCs are involved in the exclusion feature. As a result, the likelihood of PICs is higher than that of PICs and PSCCs. The difference ordering sources are what makes a semantic distinction between PSCs from PSCCs. PSCCs presuppose that the antecedent is false, while PSCs do not. Setting up the different ordering sources based on the presupposition assists us in understanding why PSCs are more likely than PSCCs.

While adult native English speakers have been known to interpret the disjunction ‘or’ exclusively, previous studies report that L1 children interpret ‘or’ inclusively and conjunctively. This points to the difference between adults and children in computing scalar implicature (SI, Singh et al. 2016, among others). Building on the L1 finding, we examined how advanced L2 learners of English interpret ‘or’ among the three possible readings: inclusive ((A∨B)∨(A∧B)), conjunctive (A∧B), and exclusive ((A∨B)∧¬(A∧B)). Two forms of disjunction were used following Tieu et al. (2017): simple (e.g., ‘A or B’) and complex (e.g., ‘either A or B’). The experimental results of the native English speakers were consistent with the previous report on L1 adults’ exclusive processing of the disjunction ‘or,’ regardless of the form it is presented with. Dissimilarly, although the L2 learners mostly interpreted both forms exclusively (similar to L1 adults), a significant portion of them registered the inclusive reading (similar to L1 children) more so for the simple form compared to the complex one, additionally suggesting a difference in the degree of strength of scalar implicature computed in the processing between the two types. Sharing the facets of both L1 adults and L1 children, this paper discusses the peculiar processing of the English disjunction ‘or’ by L2 learners.

The aim of this paper is to analyze Sula’s life experience of recovering from traumas and searching for herself in light of the Kiao-Iology theory. With much of its concern given to the destiny of African American women, Toni Morrison’s Sula presents a variety of trauma encountered by black women on their growth path. Sula is such an independent and particular woman that she refuses to be fettered by so-called tradition, but only ends her life in tragedy. Through depicting Sula’s leaving and returning home, Morrison presents changes in her outlook and thoughts with her moving from one geographic location to another. Based on Sula’s recovery journey of mental change caused by geographic migration, this paper attempts to analyze the interactions between geographic migration and the establishment of self-awareness. Her failure in getting over her traumas shows that only if black women accept the traditional culture, stay united and bravely confront the traumas, they can step out of the shadow to discover their self-identity, achieve their self-realization, and gain their ultimate freedom.

Critical thinking is regarded as a higher-level thinking for education in this era and it should be practiced in language classrooms. The purpose of this study is to investigate how metacognitive reading strategy instruction influences Korean EFL students’ reading comprehension and how students can connect the comprehension to their critical thinking. With the treatment group (n=28) and the control group (n=30), a pre- and a post reading test and a group interview were conducted. For the quantitative result, the treatment group showed significant improvement in the post test and outperformed the control group. However, its mean score was not high enough to make statistical difference from that of the control group. From a group interview, participants showed positive response to the metacognitive reading strategy instruction. It was helpful to read texts purposefully and consciously and it led them to better reading comprehension and self-confidence in English reading. More importantly, this sufficient understanding of the text could provide the solid foundation for critical thinking which included their own opinions and thoughts by going through logical thinking process.

Caryl Churchill dramatizes the correlation between association with time and space in Hotel . The hotel as space functions as a symbol to represent temporality and spatiality in this work. The hotel which assembles individuals sharing the same time and space corresponds to the theatre, a kind of Michel Foucault’s heterotopia. The heterotopia as a mirror providing time and space simultaneously is identical to the theatre featuring presentness and improvisation. Churchill utilizes the diction in minimum and emphasizes image more than narrative for the theatre’s spontaneity. This play’s image is composed of crossing over language, music and choreography reciprocally. The emotional element caused by the fragmented language is supplemented with other media’s functions such as music and dance. The action of the gap among the components of representation leads to the transition of spectator’s consciousness responding to Jacques Rancière’s aesthetic discourse. In the end, Churchill’s Hotel is an integral art form crossing each medium’s unique boundary.

This study investigates the effects of using a picture book on L2 process writing. lt also explores learners’ perspective on writing activities. Ten students at a university in Korea participated in a 9-week period writing workshop. The students were asked to write stories based on the content and images of the stories in a picture book. To complete the tasks, the students engaged in various activities, including brainstorming, discussions, a conference, peer reviews, and revisions. The data were analyzed qualitatively and quantitatively, by means of descriptive analyses and Lexical Diversity Calculator and NVivo. The results showed that the process writing with the picture book had helped the students develop their language skills in terms of vocabulary and sentence structures. In addition, their revisions also showed improvement in describing characters, settings, and plots. The questionnaire revealed that the students perceived the writing activities as an effective learning process. The results indicate that picture book-based writing activities have the potential to help students develop the language skills as well as writing skills that are essential for writing well-organized stories.

In his ecological writing, Gary Snyder has been committed to exploring urban space as a natural place to reinhabit. By reexamining the value and significance of urban nature, Snyder explores the complex and intimate connection between the urban space where humans participate in social activities and the natural environment that surrounds them. Drawing upon some key insights of urban ecology, this paper examines Snyder’s ecological visions exhibited in his poems and essays, with a particular thematic emphasis on the ecological network and ecological practice. Snyder recognizes that the structure of urban space is an ecological network in motion and emphasizes that the key to urban ecological practice is to recognize the local wild “information and experience” (PW 39). This paper will explore how Snyder reclaims the urban space as an ecological space while discarding the old dichotomy of city and nature, as well as how he finally achieves “reinhabitation” through ecological practices.