This paper aims to develop a picture book retelling Reading ； Speaking Instruction Model through the use of Reader- Response. As language teaching and learning materials, picture books are valuable resources for young language learners. When picture books are used in English teaching, they can help students to understand the stories better with picture clues. Providing the opportunity to read picture books repeatedly supports language learners in building strong background knowledge for understanding the text given. In addition, story retelling is another creative language activity. In a story retelling activity, young learners read a picture book several times with the teacher, and they try to retell it using their own words and background knowledge. It can easily lead to various language learning activities and help learners to practice speaking skills in class. In this study a practical picture book retelling, reading, and speaking model for young language learners was developed based on reader-response. It includes several activities that are designed to enhance young learners`` reading and speaking abilities. (Hannam University)

The purposes of the study are to investigate learning effects of a partially-integrated two discrete skills, that is, reading and listening, English class in the university setting. The study surveyed 296 undergraduate students who take the English class. The survey contains five categories including 1) learning objectives and expectation, 2) the intention of the continual learning English, 3) the individual self-efficacy, 4) satisfaction of contents of the English class, and 5) general English learning satisfaction. It turns out that the results of high scored TOEIC and/or the College Scholastic Ability Test learners correlates their educational satisfaction well, presumably because of their high self-efficacy, and that most of the respondents appear to feel that the college English class should be more practical because the learners also hope that authorized tests such as TOEIC and TOEFL should be prepared, and that speaking skill is the most wanted by the respondents. It is also found that the learners are satisfied with the partially-integrated reading and listening English class by marking over the average point, although the class covers two textbooks in three hours per week in a semester. It is however suggested that the full integration of the two subjects into the class be explored, rather than currently putting them together, to improve the satisfaction level of the class takers. (Hanbat National University)

The paper is to evaluate Jose Rizal``s artistic accomplishments by examining literary techniques and expressions in his most well-known novel, Noli me Tangere(Touch Me Not). There are four distinctive features of literary techniques in the novel; realism, descriptive mode of storytelling, comic satires, and narrators. Rizal points out deep-rooted corruptions of the Philippines colonial times with realistic point of view. But when he describes natural landscapes or ordinary everyday lives, he represents them with calm descriptive mode of storytelling. Every character has its own individuality and peculiarity and is depicted with comic satire to unmask hypocrisies of human nature. Also, the narrators tell the story with diverse points of view, which makes the work aesthetic and multi-focused. Rizal artistically incorporates social issues of his times in these four modes of literary techniques. (Korea University Sejong Campus)

My study is to investigate the aesthetics and modernity of Oscar Wilde``s humor. When critics analyze Oscar Wilde``s comedies, they tend not to their humor as much as they do to their socio-cultural commentaries. Regarding the quality of the laughter in Wilde``s comedies like An Ideal Husband and The Importance of Being Earnest, it reveals the cognitive dimension and also the aesthetic scope. Epistemologically, Wilde invokes the tradition of incongruous humor as well as verbal witticism and social satire. The laughter is uncovered through the frequent use of displacement. And the sudden association of two incompatible ideas generates a comic effect, the comic laughter of the plays calls our attention to the cognitive and creative dimension of humor. Wilde also creates idling “dandy” characters who constantly invent a voluntary positioning out of their creative intuition. The simplicity of their aesthetic style implicates serious and complicated features as it connotes incongruous elements, and its complexity is divulged through the audience``s cognitive and creative interaction with the plays. Thus, Wilde``s comedy takes its genuine place between the rising tradition of modernism and that of postmodernism. (Sungkyunkwan University)

As You Like It (around 1598.1600) belongs to the literary tradition known as pastoral and develops many of the traditional features. There was a culture full of contradictions with conflicting status of gender roles in the Elizabethan period. Shakespeare reflected the intellectual influences of Renaissance time through cross-dressed disguise. Under the structure of a male-dominated society, Rosalind reveals her ability to subvert the limitations that society imposes on a woman, choosing alternative identities in her male disguise. Shakespeare used her male disguise to redefine the ideological position of woman in the hierarchical patriarchy. Rosalind fully realizes the complexity of her emotions and thoughts, and the fullness of her character through male disguise. The play ends up to the formation of a community of exiles in politics and love coming together to soothe their various wounds. Rosalind experiences subversive alterations of class and sexual identities through cross-dressing and transformation based on changes in costumes of male and female characters on the stage with reconstructed true female identities against Elizabethan patriarchy society. (Hannam University)

Jane Eyre comes back to Rochester, when she hears Rochester``s voice which calls her name “Jane!, Jane!, Jane!”: She realizes there is something deeper in her mind which prevents the rejection of her love for him. Jane’s response to Rochester``s calling is related to her libidinal drive. Her drive can be examined through Lacan``s theory of drive. Drive, for Lacan, is closely related to the subject``s experience of pleasure or jouissance (enjoyment beyond the pleasure principle including orgasm). Drive, which belongs to the real, resists “the Law of desire” which is characteristics of the symbolic order. The partial drives (oral, anal, scopic, invocatory) originate in an erogenous zone, circle round the object, and then return to the erogenous zone. The satisfaction of the drive can only be attained in circling around the objects (breast, faces, gaze, voice). Applying Lacan``s ideas on drive, Jane mainly experiences oral and invocatory drives: Jane in her childhood enjoys “pleasure of the mouth” when her oral drive circles around “a mother``s breast”(Helen and Temple). Jane’s oral drive seeks not to reach a goal (a mother``s breast is lost), but to follow its circular path. Jane also has the satisfaction of invocatory drives, particularly in her relationships with her dead Uncle Reed and Rochester. She hears “a supernatural voice” of her dead Uncle Reed``s ghost and finds the enjoyment, pleasure in pain. Here, Jane``s ears, as in her hearing Rochester``s voice, become erogenous zones. (Hanbat National University)

The aim of this paper is to view The Great Gatsby through the code of laughter. As a natural human expression, laughter has many forms that can be expressed consciously, unconsciously or deliberately. Laughter functions as a language in its own right. It sometimes transcends the functions of a spoken language and plays an important role in communicative relationships with others in society. The laughter of the characters in The Great Gatsby, makes it possible for the readers to comprehend individual attitudes and social values in the contemporary society. Many people agree that The Great Gatsby is a text that reveals the ending of the ``American Dream`` and the advent of capitalist victory. This theme can be viewed through the prism of the characters`` laughter. The Great Gatsby commonly uses the traditional kinds of laughter; one that shows one``s superiority, expresses scorn or the kind that stems from poking fun of inferior people. Laughter in this text does not reach dialogic interrelationship but confines its characters to their own monologue prisons. In fact, many bursts of laughter throughout the story, hint at the distinct failure of Gatsby’s and other characters’ lives. (Hannam University)

“Big Two-Hearted River”, the last short story which In Our Time includes counts as one of Ernest Hemingway``s greatest masterpieces. It is said that this work usually describes Nick Adams``s short fishing trip to Big Two-Hearted River, but the world of “Big Two-Hearted River” exists only through the mostly unemotional eyes of Nick, by means of symbols and metaphors through natural objects. Nick is going through severe mental traumas as a result of World WarⅠ. He comes in contact with such symbols as the burned Seney village, locusts, trout, a pine grove, river, and swamp that all express healing. The symbols express many feelings that he deals with throughout his journey. This paper deals with his psychological healing through communication with natural objects during his journey. Nature has positive side effects on Nick because it strengthens him and heals him in the long run. (Daegu University)

This paper aimed to investigate the perceptions on the qualities of English teachers and the differences in their perceptions. A close investigation of teachers`` perceptions on the qualities entails clear implications for improvement of the field. For this study, 84 native and nonnative English teachers currently teaching at international/foreign schools and the after-school programs at public schools in Korea participated. The data collection was a questionnaire. The questionnaire with 41 items consists of questions regarding personality and attitude, professional ability, teaching skills and background knowledge, the understanding of culture, and the quality of native and non native English teachers. The findings showed that they share the common perception of the qualities regardless of the differences in the school system and the teacher status. However, the results also indicated that there are certain qualities that are more stressed on a certain group of teachers. Implications from the study results will shed light on the qualities of English teachers across Korea regardless of school types. (Bukyong National University)

Willy pursues a dream of success from wrong values of old era called the American Success Dream. Willy accepts the negative aspect of success, that is, anyone who has unique personality and popularity can realize the dream. He, however, has to keep on living in the transitional period of materialism and capitalism largely different from his ideal dream. Based on his old fashioned ideal of dream, he has educated Biff and Happy and enforced his ideal on his children, which has rather destroyed their life. Willy expect Biff to fulfil his dream. He, therefore, poured all his love and attention into Biff in his own way. The result proves to be a complete failure. Willy hasn``t paid pretty much attention to Happy. He thinks Happy will not be successful for he hasn``t any quality of success. Happy is substantially similar to Willy. Happy, not Biff shows the will to realize the dream of success at Willy``s funeral despite the lack of concern from his father. Happy turns to be the incarnation of wrong value of Willy``s, and Biff refuses to accept the vain world of illusion. (Dongduk Women’s University)