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논문검색은 역시 페이퍼서치

영어영문학21검색

English21


  • - 주제 : 어문학분야 > 영문학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1738-4052
  • - 간행물명 변경 사항 : 영어영문학(~2003) → 영어영문학21(2004~)
논문제목
수록 범위 : 34권 1호 (2021)

『소년이 온다』의 번역을 통해 살펴본 번역가의 과제와 혼란

김대중 ( Dae-joong Kim )
6,500
초록보기
This essay aims to analyze and critique Deborah Smith’s translation of Human Acts, written by Han Kang. In the novel, Kang embodies and harmonizes polyphonic and poetic voices of the souls of the dead as well as the living who suffered from trauma inflicted by atrocious military oppression during the 5.18 Gwangju Uprising. Smith is aware of the precariousness of the translation not only because Human Acts is full of poetic and untranslatable prose, but also because it deals with a historic moment in Korea about which there has been persistent contention and misinformation. Still, rather than going through the difficulties of faithfully translating the original, Smith decided to remove significant portions of the original and modified it by deleting sentences or translating differently from the original. Rather than merely criticizing Smith’s translation or analyzing it in light of translation studies, this essay philosophically probes into core issues of translation per se, utilizing Walter Benjamin’s ontological approach to translation and Jacque Derrida’s deconstruction of translation. In turn, this essay furthers its critique on the cultural and political connotation of Smith’s translations with examples.
6,400
초록보기
The purpose of this study is to examine the newly expanded heterogeneous identity through the mobility of a heterogeneous family consisting of an African American husband, a Korean American wife, and their mixed raced child and the heterotopic spatial background of brownstone home in Diana Son’s Satellites. The movement of this heterogeneous family to the African American community in Brooklyn has the clear purpose of allowing their mixed raced child to experience African American racial identity. However, the result of the move suggests more complicated racial conflicts among the racial minorities such as racism of an African American with a white male perspective against other African Americans, racism of an Asian against African Americans, and racism of an Asian American against a white American. The mobility of this family reflects the dynamics of searching for the newly expanded hybrid identity of minority. Heterogeneous and hybrid identities of minorities being considered either uncertainty or multiplicity can be related to Foucault’s heterotopia, which is capable of juxtaposing several sites that would be incompatible in a single real place. Hybrid identity of heterogeneous minorities can be the potential space for connecting multiple races and different cultures by transcending the existing monolithic racial essentialism. In conclusion, the heterogeneous identities of minorities should be newly defined as the expanded human identity for the heterogeneous multi-cultural society.

블레이크의 『경험의 노래』와 생태 정의

양승갑 ( Yang¸ Sung-kap )
21세기영어영문학회|영어영문학21  34권 1호, 2021 pp. 55-83 ( 총 29 pages)
6,900
초록보기
Blake’s Songs of Experience, the antithetical poem to Songs of Innocence, depicts the apocalyptic realities of human beings in the world of experience. And the calamity of the world, Blake clarifies, has come from deep-rooted social injustice which has been enforced to innocent and vulnerable children and grown-ups by the established in the name of religion and reason. In Blake’s poems, the widespread injustice wields its power especially upon the intrinsic vitality of human beings. And poems make it clear that the oppression has become more wretched in parallel with the distance of human beings away from nature with which they had once dwelled in harmony. Consequently, the accomplishment of eco-justice can restore the dwelling place of human beings in nature and recover their inherent properties of, what Blake calls, ‘innocence and experience’. Additionally, the approach to Songs of Experience with eco-justice can make the meaning of the ‘experience’ more explicit. With the help of eco-justice, any constraints surrounding the experience can be eliminated and reveal its genuine quality to be the ‘energetic’ pair to ‘pure’ innocence in the human mind.

교양의 부재로서의 비속성 ―헨리 제임스의 『프린세스 카사마시마』

이명하 ( Myeongha Lee )
21세기영어영문학회|영어영문학21  34권 1호, 2021 pp. 85-107 ( 총 23 pages)
6,300
초록보기
In The Princess Casamassima, London is portrayed as a contradiction; on the bright side, it is a prosperous and splendid city, but on the dark side it is a hotbed of poverty and crime. The two sides of London are projected onto Hyacinth Robinson, who was born from a morganatic marriage between an aristocrat father and a lower-class criminal mother. Hyacinth, who has a dual identity as an aristocratic descendant and a member of the urban working class, experiences two worlds without fully belonging to either of them. Through the eyes of Hyacinth, who inherited an aesthetic sensibility from his father, the crowding and deindividuation of the urban mob are captured as a sign of vulgarity, lacking taste or culture. He fails to understand the vulgarity of the two worlds, and the nature of beauty and ugliness by associating vulgarity only with lower-class and idealizing the aristocracy as an absolute beauty, which indicates his dichotomous preconceptions about the two classes. However, later he realizes and accepts that vulgarity or ugliness coexists with culture or beauty in human life, and the coexistence rather enhances the values of beauty.

프로젝트기반학습을 통한 문제제기식 교육 ―대학영작문 수업모형 개발과 적용

김미경 ( Mi Kyong Kim )
21세기영어영문학회|영어영문학21  34권 1호, 2021 pp. 109-136 ( 총 28 pages)
6,800
초록보기
The purpose of this study is to develop and explore a framework of problem-posing education through Project-Based Learning (PBL) in an English writing course. The four-week framework was embedded into a university level, and a total of 17 students participated in the study. After collecting the students’ group journals, the data were analyzed to investigate their perceptions of the course. The findings are as follows: One is positive aspects. They developed positive attitudes towards the course, in terms of constructing knowledge through practicing critical thinking, improving English writing skills by developing their views, engaging in group activities, and negotiating with group members. The other is negative aspects. The students challenged the foriegn nature of this student-centered approach, and their relatively low level of English limited the inquiry process. The study concludes with two pedagogical implications: the need to use detailed and explicit modeling, and include individual tasks.

교생실습 전·후에 따른 예비 영어교사의 인식 비교

마지현 ( Jee Hyun Ma ) , 조영아 ( Young Ah Cho )
21세기영어영문학회|영어영문학21  34권 1호, 2021 pp. 137-158 ( 총 22 pages)
6,200
초록보기
The present study explores pre-service English teachers' perceptions before and after performing a teaching practicum in Korean secondary schools. A total of thirty-two college students majoring in English education completed the questionnaire survey before and after the practicum. The collected data were analyzed using frequency and content analysis. The results of the study indicate that the pre-service teachers considered their university English curriculum suitable for teacher training before the teaching practicum but evaluated it more negatively afterwards. Regarding the effectiveness of the teacher training, the teaching practicum was deemed the most effective aspect before as well as after the teaching practicum. The pre-service teachers assumed that they would learn the most about how to plan their lessons before the teaching practicum. However, they learned the most about how to interact with students in reality. The results also reveal that the teaching practicum more effectively helped the pre-service teachers become familiar with the procedure of the class. In addition, the pre-service teachers felt that they could grasp their own strengths and weaknesses through the classroom observation over the duration of the teaching practicum. Pedagogical implications and suggestions for pre-service English teacher education are made based on the findings of the study.

L2 읽기에서 상위인지 전략의 역할

정소영 ( So Young Jeong ) , 엄철주 ( Chul Joo Uhm )
21세기영어영문학회|영어영문학21  34권 1호, 2021 pp. 159-184 ( 총 26 pages)
6,600
초록보기
This study investigated the relationships between meta-cognitive strategies and second language (L2) knowledge on L2 reading ability and analyzed the role of meta-cognitive strategies as ‘self-regulatory mechanism’. A total of 108 third-year middle school students participated in this study, and their meta-cognitive (global, problem-solving, support reading) strategies, L2 knowledge (vocabulary and grammar), and L2 reading ability were analyzed. The results shows that support strategies, problem-solving strategies, and L2 vocabulary knowledge significantly influenced the L2 reading ability in the entire participant group. However, there were differences between the two level groups (higher and lower): In the higher group, support reading strategies had a significant effect on L2 reading, while in the lower group, there were no significant variables, and the higher the support and problem-solving strategies were, the lower the L2 reading ability was. In conclusion, meta-cognitive strategies are an important knowledge resource for L2 reading. Therefore, to promote self-regulated L2 learning ability in middle school, it is necessary to repeat training for automatic use of meta-cognitive strategies based on cognitive knowledge resources necessary for successful L2 reading.

Project-based Learning for English Majors: Design and Perception

( Sun Joo Chung )
21세기영어영문학회|영어영문학21  34권 1호, 2021 pp. 185-209 ( 총 25 pages)
6,500
초록보기
Project-based learning (PBL) is a teaching approach that has students work on a common project in a collaborative environment. PBL has been found to have positive impacts on students’ confidence and critical thinking abilities. In an attempt to implement PBL in classrooms for students majoring in English language and literature and to provide an example of PBL to researchers and practitioners, this study outlines a PBL course designed for English language and literature students. A survey investigating students’ perceptions and level of satisfaction with the course was conducted to analyze their experiences with PBL. The findings showed that students who participated in the PBL course found it helped them improve their real world and practical English abilities and appreciated the feedback they received from the instructor. They also reported increased confidence in using English. Still, instructors considering the use of PBL should consider the issues of time management and teamwork building activities. Implications and considerations for implementing PBL are discussed.

The Acquisition of Definite the and Demonstrative that in Direct and Associative Anaphoric Contexts in L1-Korean L2-English Learners

( Jiyeong Park ) , ( Seunghyun Baek )
21세기영어영문학회|영어영문학21  34권 1호, 2021 pp. 211-235 ( 총 25 pages)
6,500
초록보기
This study explored the choice of definite the and demonstrative that across direct and associative anaphoric contexts in fifty-six L1-Korean L2-English learners and twenty-eight native speakers of English (NSE) as a reference group. The L2-English participants were divided into two groups on the basis of their grammatical proficiency as measured by a cloze test. Additionally, L1-Korean and L2-English forced-choice elicitation tasks were conducted to examine how they choose L1 and L2 determiners across the distinctive anaphoric contexts. The results showed that the NSEs highly preferred the across all contexts. Meanwhile, in the direct anaphoric contexts, the L1-Korean L2-English learners exclusively preferred ku in their L1 and the in their L2 regardless of their L2 grammatical proficiency, properly mapping ku onto the. In the associative anaphoric contexts, they dominantly preferred the zero article in their L1, but the low-proficient L2 learners chose the much less often than the high-proficient ones, demonstrating their fluctuant choice between the and that. These results suggest that the low-proficient L2 learners undergo great difficulties in distinguishing the and that in contexts where implicit antecedents emerge, improperly mapping the zero article in their L1 onto either the or that in their L2. The possible linguistic reasons for their unstable choice and pedagogical implications were further discussed.
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