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논문검색은 역시 페이퍼서치

현대영어영문학검색

Journal of The English Language and Literature


  • - 주제 : 어문학분야 > 영문학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1738-7620
  • - 간행물명 변경 사항 : 영어영문학연구 → 현대영어영문학
논문제목
수록 범위 : 57권 1호 (2013)

2016 대학수학능력시험 영어 영역 최소필수교과목 선정에 관한 연구

김용명 , 이병천
7,200
초록보기
Kim, Yong-myeong?Lee, Byeong Cheon. “A Study on Ways of Selecting Minimum Essential English Subjects for English Domain of the 2016 College Scholastic Academic Test”. Modern Studies in English Language & Literature 57.1 (2013): 1-32. The Ministry of Education, Science and Technology (MEST) introduced the 2014 level differentiated College Scholastic Academic Test (CSAT) which has been designed to incorporate the 2009 National Curriculum. As with this new curriculum, eight English subjects, including four subjects for practical English and another four for general English, were provided to high school students who will select several subjects among the eight subjects. In order for students to make better decision in selecting the most optimized subjects that will best fit their CSAT, the students and schools need to be provided with more analytical and comparative data on the characteristics as well as the co-relationships of the subjects. To achieve this purpose, the eight subjects in the high school curriculum were comparatively analyzed in terms of the goals, language skills, and the achievement standards of the eight subjects. As a result, four subject combinations were derived from our analysis with strong points and weak points for each combination. Schools, therefore, can select the most appropriate subjects which satisfy the most students based on the data. MEST, having already designated two and three minimum essential subjects for the A-type English test and the B-type in the 2014 SCAT under the 2007 National Curriculum, will also have objective data that will designate the new minimum essential subjects under the 2009 National Curriculum. However, it is suggested that each school needs to consider the students` levels, needs, future career, and its environmental factors when selecting minimum essential subjects. (Korea Institute of Curriculum & Evaluation)

신화의 극화: 『슬픔의 디어드라』에서 탈신화하기

김인표
5,900
초록보기
Kim, Inpyo. “Dramatization of a Myth: Demythologizing in Deirdre of the Sorrows”. Modern Studies in English Language & Literature 57.1 (2013): 33-51. J. M. Synge wrote six plays in his life, all of which are peasant plays except his last one, Deirdre of the Sorrows. While he was writing Deirdre of the Sorrows, Synge knew that he was dying and his ideas in the play seem to reconcile with his dying situation. Deirdre of the Sorrows is based on a famous story from Irish mythology, “Fate of the Sons of Usnach”, from the Ulster Cycle. The original Deirdre story has some peculiar characteristics: It contains mysterious and supernatural elements; Deirdre, a heroine, can be called a romantic heroine because she has ideal beauty and she is passive and sentimental; Deirdre as a female is dominated by male characters, Conchubor and Naisi; There exists an idea of ``geasa`` (bonds) in the story which is unique in Irish mythology; and the main characters are all ruined by Fate. In his three-act play Synge transforms the elements in the original myth by demythologizing them. The mysterious and supernatural elements have all but disappeared and the idea of ``geasa`` can not be found in the Synge`s work. Deirdre is not a romantic heroine but an active person and possessing a strong will. She is not dominated by male characters. Her behavior is motivated by human interests. Nature is prevalent in the play and Deirdre is harmonized with it. Furthermore, Deirdre is not influenced by Fate and she makes a decision for herself. Thus, in dramatizing the ancient myth and by demythologizing it, Synge showed his originality in Deirdre of the Sorrows. (Kongju National University)
6,200
초록보기
Kim, Jin-kyeong. “Experiments for a New Narrative Community: A Study on Leslie Marmon Silko`s Storyteller”. Modern Studies in English Language & Literature 57.1 (2013): 53-74. This paper analyses how Leslie Marmon Silko reconstructs a new narrative community in Storyteller, subverting the epistemological premise of Western individualism. Storyteller defies categorization of western genres. Despite its autobiographical design which presents Silko as a storyteller, it does not focus on Silko as an individual. Rather, it is a collection of photographs of her life, traditional stories and her essays on those stories and storytellers, her creative short stories and poems. This reflects native American concept of the identity: individuality connected with the whole world. With various versions of stories adapted to the circumstances as well as with various experiments to facilitate readers` participation in creating communal meaning, Silko brings traditional stories alive in contemporary world. Like Yellow Woman who shatters the boundary of her culture and welcomes changes mediating the cultural contact, like stories with its fluidity and changes, Silko`s readers become members of a new community which welcomes changes resulting from embracing and incorporating other paradigms. (Seoul Theological University)
6,200
초록보기
Kim, Hyekyung. “The Effects of Focus-on-form Instruction in College TOEIC Classes on Grammar Learning”. Modern Studies in English Language & Literature 57.1 (2013): 75-96. This study investigated the effects of focus-on-form versus focus-on-forms instruction on the Korean college students` (n=110) English grammar learning. The experimental and control groups were taught by different methods in the TOEIC grammar lessons over four weeks. The extent of improvement and delayed effect were analyzed by administering one pre-test and two post-tests consisting of three different types of questions, namely, grammaticality judgement, sentence completion, and TOEIC. Research findings showed that the experimental group who received focus-on-form grammar instruction performed significantly better on the grammaticality judgment and sentence completion of post-test I. The different instruction did not make any significant effect on the TOEIC scores. However, in the second post-test, there appeared significant improvements in scores of all three types of question. The results indicated that the learners in the experimental group showed better achievement and learning continuity in English grammar learning than those in the control group. The findings suggest that, in the long run, focus-on-form instruction in TOEIC class can boost students` grammar learning. (University of Incheon)
5,700
초록보기
Park, Jinsook. “Deterritorialization of the Language and Repetition in Eternal Return in The Death of the Last Black Man in the Whole Entire World”. Modern Studies in English Language & Literature 57.1 (2013): 97-113. The purpose of this study is to examine Suzan-Lori Parks` The Death of the Last Black Man in the Whole Entire World through Deleuze`s deterritorialization of the language and repetition in eternal return. Deleuze states that minor literature does not define its meaning; rather, it offers ``the line of escape`` by ceaseless violation, involvement, resistance, subversion, and deterritorialization of the language. He delineates Black English as a minor language. Parks` African- American Vernacular English deterritorializes a major language by deconstructing and reassigning meaning to the language. Her ``repetition with revision`` is associated with Deleuze`s ``difference`` and ``repetition``. Parks` revision and repetition displaced ``variation`` and ``becoming`` of language used to define Deleuze`s philosophy. Parks` main character, BLACK MAN WITH WATERMELON, has recurring death and returning scenes which are compared to Deleuze`s ideas of the death instinct and repetition in eternal return. Parks suggests a wide range of interpretation and possibilities for affirmative black aesthetics, recognizing the ``fabricated absence`` of black history in America by the black man`s death and repetition in eternal return. (Namseoul University)
6,400
초록보기
Shim, Hwa-Young?Jung, Yang-Soo “An Analysis on the ICT-based Language Skill Integration Activities of Middle School English Textbook and Activity Books”. Modern Studies in English Language & Literature 57.1 (2013): 115-38. The purpose of this study is to analyze how ICT-based language learning activities are displayed in the middle school English textbooks and activity books based on the revised 7th national curriculum. For this study, 6 English textbooks and activity books of 2nd grade of middle school were selected and analyzed by following 3 criteria: 1) how many ICT-based activities are contained, 2) how many ICT-based language skill-integration activities are distributed 3) what kinds of language skill integrated activities are presented in each textbooks and activity books. As results of this study, followings were found. 1) Listening- writing integrated tasks were presented most, listening-speaking-writing integrated tasks were the second highest frequency, and followed by listening-speaking integrated tasks in textbooks and activity books. 2) In listening-writing integrated activities, ``listen and fill in the blanks``, ``listen and fill the charts``, ``dictation``, and ``listen and correct the errors`` were mainly presented. 3) Listening-speaking- writing integrated tasks were presented most in 3 skills integrated activities. 4) 4 language skills integrated activities were presented only 3.2% of total. Based on the above findings, we know that ICT-based activities are useful for students to develop the integrated language skills. Teachers need to use ICT not imprudently, but appropriately to help students to develop their 4 language skills effectively. (Chungnam National University)
6,800
초록보기
Ahn, Kyungja. “Developing Pre-service EFL Teachers` Language Learning and Skills: A Case Study Using English Learning Logs” Modern Studies in English Language & Literature 57.1 (2013): 139-66. This paper aims to examine the effects of keeping English learning logs on the development of pre-service EFL teachers` language learning and skills. The participants were 22 pre-service primary English teachers enrolled in an undergraduate course at a Korean university. The data include the participants` English learning logs and follow-up surveys. The findings indicate the positive effects of keeping the English learning logs on the participants` language learning: Keeping the logs promoted participants` (1) planning, evaluating, and reflection on their English learning (metacognitive aspects), (2) motivation to study English, (3) interest and confidence in learning English (affective aspects), and (4) English teacher mindset. Also, the participants felt that their language skills developed. However, the follow-up survey showed that the participants` English study decreased after the log-keeping activity ended and that the majority of the participants did not carry out their study plans. This study offers important implications regarding pre-service EFL teacher education. (Seoul National University of Education)

영어의 표준 비교문과 도치 비교문의 통사적 분석

안승신
7,100
초록보기
Ahn, Seung Shin. “Syntactic Structures of Canonical Comparatives and Comparative Inversions in English”. Modern Studies in English Language & Literature 57.1 (2013): 167-97. This paper provides syntactic structures for the accounts of canonical comparatives and comparative inversions. I argue against the syntactic repair accounts by Merchant(2003) and for information structural approaches based on Selkirk(2005), Gergel et al.(2007), and Culicover & Winkler(2008). Adapting a feature-driven approach by Gergel et al., I propose that category FP is required for contrastively focused constituents and that feature [+f] should be assigned to the head of F and I. The category of FP and the feature [+f] show the interactions of syntax with phonology and syntax with semantics. The XP moved to SpecFP is pronounced with high pitch accent in the phonological component and it is interpreted as a contrastive focus in LF. (Korea National Open University)
초록보기
Lee, Jeong Ah. “The Effects of Collaborative Teaching on Acquiring Micro and Macro Speaking Ability: Focus on TOEIC Speaking”. Modern Studies in English Language & Literature 57.1 (2013): 199-219. The primary goal of this study is to identify the effects of collaborative teaching and the proficiency levels acquired in the areas of micro speaking ability such as grammar and vocabulary as well as macro speaking ability such as using conversation strategies when teaching TOEIC Speaking skills. This study uses regression analysis to analyze the self-reporting survey responses on the use of micro and macro speaking ability. In addition, two raters analyze the feedback that students received from their instructors based on Brown (2004)`s micro and macro speaking ability list. The statistical results indicate that native English-speaking teachers can help students to acquire micro speaking ability; however, macro speaking ability is acquired only in collaborative teaching because the macro speaking ability is taught in the students` mother tongue. This study shows that collaborative teaching is more effective to teach macro speaking ability especially for learners who have low level of English proficiency. It is evident that it is necessary to determine which teaching style is more effective by first identifying the goals of the curriculum. (Sungkyul University)

『등대로』와 「어부와 그의 아내」의 관련성

조한선
6,000
초록보기
Cho, Han-Sun. “The Relationship between To the Lighthouse and “The Fisherman and His Wife” ”. Modern Studies in English Language & Literature 57.1 (2013): 221-40. This study examines the relationship between one of the misogynic fairy tales, The Fisherman and His Wife and To the Lighthouse. Mrs Ramsay, one of the protagonists in To the Lighthouse, reads the fairy tale to James, her youngest son. The fairy tale conveys a patriarchal ideology: the world would be in danger and perished if women`s desires were not restrained. Although Mrs. Ramsay does not support the ideology, nor is she able to protest, subvert or transcend it. Because she is ``an angel in the house``, she is conditioned not to say what she feels, what she thinks and what she wants. Nevertheless, Woolf makes her instill Lily and Minta representing the next generation with the ideology. Even she seems to preach marriage life to them to stabilize the patriarchal society. At last one of Woolf`s personas, Lily overcomes the ideology, realizes her wish and achieves her success in being a painter on her own. As Lily finishes her picture, Woolf herself completes her novel overcoming her traumatic childhood. (Kyonggi University)
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