이 논문은 예이츠의 시 ｢청금석｣의 상반되는 동서학자들의 분석을 검토 한다. 서구의 학자들이 이 시에서 비극적 기쁨의 보편적 의미를 보려 하지만, 동양의 학자들은 이 시가 예이츠의 동양의 예술과 미학에의 심취를 들어 낸 것으로 읽고자 한다. 이 상반된 견해는 칼빈 비디언트와 주단이 이 시의 중국의 풍경화를 논의한 연구에서 가장 잘 대비된다. 비디언트는 중국의 풍경화를 시인의 나르시스트적 자기표현 으로 보지만, 주단은 그 풍경을 시인 자신의 영감의 원천으로 읽는다. 본 논문은 이 시에서 중국의 풍경이 촉발한 동서 회화시의 전통의 충돌로 읽는 제임스 헤퍼넌의 시 각예술과 문학 사이의 긴장된 협상으로 보는 회화시 이론에 근거하여 본 논문은 예이 츠 자신의 시작 과정에서 동서의 영향의 복잡성을 들어내고 있음을 보여주며, 이 때 엑스프라시스는 범텍스트적, 범 문화적 사건으로 나타난다. 마지막으로, 세계적인 예이 츠 연구 동향에 미루어, 이 논문은 엑스프라시를 읽는 방법으로서 범텍스트적, 범문화 적 접근이 해석학적 근거와 문맥의 이해를 쉽게 할 수 있다는 것을 보여 준다.

목 적: 정상인이 선호하는 칼라필터렌즈가 안구의 추적운동과 읽기능력에 영향을 미치는지를 알아보고자 하였다. 방 법: 정상시력과 색각이상이 발견되지 않는 20대 23명을 대상으로 크로마젠 렌즈의 칼라 8가지 중에서 선호하는 칼라와 선호하는 않는 칼라를 선택하게 한 후 칼라필터렌즈 착용을 통하여 안구 추적운동과 관련된 주시횟수, 안구운동역행과 읽기능력과 관련된 독서 이해력을 검사하였다. 결 과: 선호하는 칼라는 파란색이 전체 26.1%를 차지하였으며, 선호하는 칼라를 이용한 주시횟수는 평균 23.7±23.65회(p<0.01, t=-4.69) 증가하였으며, 안구운동의 역행은 평균 7.9±6.1회(p<0.01, t=-6.17) 증 가함을 보였으며 통계학적 유의성이 있었다. 독서이해력은 평균 8.2±14.3%(p=0.01, t=-2.77) 향상을 보였 다. 주시횟수에 대한 나안 상태와 선호하는 칼라필터렌즈 사이의 피어슨 상관관계(r=0.87, p<0.01)는 높게 나타났고, 역행에 대한 상관관계는 높은 양의 상관관계(r=0.96, p=0.00)를 나타냈다. 그러나 독서이해력은 약한 양의 상관성을 가졌다(r=0.20, p=0.01). 결 론: 선호하는 칼라필터렌즈 안경을 착용하고 독서했을 때, 주시횟수와 증가와 안구운동의 역행이 증가 가 나타났으며, 이로 인하여 독서 이해력이 증진되었다고 추정할 수 있다.

Taking the cognitive psychology approach, this study sought to investigate the aspect of Korean learners’ French text reading. Especially, it examined the readers’ eye movements (i.e., fixation and saccade) recorded by the eye-tracker. To this end, 14 Korean students of the French language at the language level of A2 and B1 or even higher, and three Frenches participated in the experiment. The results showed that when reading, the learners’ eyeballs did not follow the text but moved irregularly (i.e., ‘saccade’). The six major results were observed: (1) decoding a word in a syllable unit; (2) more fixation on grammatical words of Korean learners compared to French speakers; (3) reading repeatedly with numerous regressions; (4) irregularity of the duration of fixation; (5) numerous fixed points of long gaze duration; and (6) diversity of reading strategies. This suggest that readers pay a lot of attention when they process words, sentence structure, etc. Therefore, it is necessary to instruct Korean learners of French to reconcile spelling and phoneme as well as to reduce the learners’ anxiety towards French texts. Cette recherche, s’inscrivant dans le domaine de la psychologie cognitive, a pour objet de mieux connaître la lecture de textes français chez des lecteurs coréens. Nous avons étudié en particulier les mouvements oculaires (fixation et saccade) des lecteurs, enregistrés à l’aide de l’oculométrie. Pour ce faire, nous avons mené une expérimentation auprès de 14 coréens, étudiants du français, de niveau A2, B1, voire plus, et de 3 français. Le résultat nous a montré que la lecture ne se fait pas de façon linéaire, mais de manière saccadée. En outre, six phénomènes sont particulièrement observés chez les coréens: (1) décodage en syllabique d’un mot; (2) fixation attribuée plus fréquemment aux mots grammaticaux par rapport aux français; (3) lecture répétitive venant des saccades régressives; (4) irrégularité de la durée de fixation; (5) nombreuses fixations de longue durée; et (6) diversité des tactiques de lecture. Ces phénomènes montrent que les lecteurs ont attribué beaucoup d'attention aux traitements des mots, des structures de phrase, etc. Par conséquent, il est nécessaire d’enseigner la correspondance entre graphie et phonie et de supprimer une attitude craintive à l'égard des textes français, chez les apprenants coréens.

This study examined the reading passages of the National Assessment of Educational Achievement (NAEA) and middle school English textbooks in terms of their readability and lexical difficulty. The readability was measured by using Flesch-Kincaid Grade Level Index, while their lexical difficulty was measured in terms of STTR (standardized type-token ratio), frequency of tokens per type, and vocabulary frequency levels by using VocabProfile and Oxford WordSmith Tools 7.0. The results showed that there was a gap between the readability of the English textbooks and that of the NAEA conducted from 2012 to 2014, while the readability between the English textbooks and that of the 2015 NAEA reached a comparable level. However, the textbooks from one publisher showed substantively lower readability than those from the other publishers and the NAEA. Secondly, regarding vocabulary frequency levels, the words in 1K and 2K accounted for more than 90% of the textbooks and the NAEA, while the NAEA had a higher STTR and lower frequency of tokens per type than the textbooks. It suggests that the NAEA employed more various words with less repetition than the textbooks. Pedagogical implications are discussed.

This research is the preliminary study for development of narrative contents for improving reading skills and behavior controlling capabilities of children with ADHD. Microsoft's Kinect, a non-contact motion sensing device, and NeuroSky's MindWave, a BCI device, are connected to Unity 3D engine to capture user's motion and brainwaves, respectively. The given narrative contents interactively respond to children with ADHD while they are reading the contents and performing the given tasks presented in the behavior training game system. This study examines whether the contents are suitable for the first and second grader children. For this, The interaction with the contents is first observed by five adults and two children. Then the system is tested by three ordinary first graders. During the experiments, the children easily figure out the given texts and do what the game contents drive for the player to react. All three kids concentrate on the reading contents without leaving their seats for average 37 minutes. This experiment shows that the contents are properly designed for the first and second graders in terms of reading speed, reading completion time, complexity level, and task performance. Based on this experimental study, the interactive narrative contents will be used to conduct full-scale experiments with children with ADHD.

This study examines the difficulty of reading text in elementary school English textbooks. Four elementary school English textbook series published by three publishers were evaluated by Word Critical Factor (WCF). WCF considers cognitive demands for word recognition; it assesses the match of linguistic content in the text with the phonetically regular and high-frequency words that are associated with particular stages of reading development. For the analysis, all of the words that appeared in the reading and writing sections from four elementary school English textbooks were analyzed by two criteria, that is, the ratio of high frequency words and phonetically regular words among 100 running words, and the number of unique words in each textbook. The results showed that all four textbooks’ difficulty levels were very high considering the learner’s reading ability. This was due to the textbooks having a low repetition of words and also the complicated vowel patterns that were above the reading abilities of students. All of these factors combined are what have caused the difficulties presented in English textbooks. In conclusion, although the reading text introduces a variety of genres and activities for the development of reading skills, most reading text could not assist the reader’s cognitive processing.

목 적: 본 연구는 컴퓨터 모니터의 다른 바탕색이 시각적 스트레스를 유발하는 특정 패턴에 대해 느끼는 불편함 정도와 읽기 속도에 어떠한 영향을 미치는지 알아보고자 하였다. 대상 및 방법: 눈에 안과적 질환이 없고 시력이 1.0 이상인 20명(평균 연령 26±4.68세)을 대상으로 하였 다. 바탕색이 흰색인 컴퓨터 모니터, 대상자가 가장 편하게 느껴진다고 선택한 바탕색의 컴퓨터 모니터, 흰 색 조명의 스탠드, 12가지 색상 중 대상자가 선택한 조명색의 스탠드 등 4가지 경우의 조건에서 패턴에 대한 컴퓨터 시뮬레이션 프로그램을 사용하여 5점평가척도(더 높은 점수는 더 높은 불편함 정도를 나타냄)로 불 편함 정도를 측정하였다. 읽기 속도는 분 당 정확하게 읽은 단어수(wpm)를 세고 생략된 줄, 잘못된 단어 및 순서 등을 제외하고 측정하였다. 읽기 속도는 컴퓨터 모니터 배경이 흰색인 경우와 선택한 컬러의 경우에서 두 차례 측정하였다. 결 과: 컴퓨터 모니터 바탕이 흰색인 경우 불편함 정도가 가장 높았으며(3.6점), 선택한 색상이 비치는 스탠드에서 불편함 정도가 가장 낮게 나타나(2.47 포인트) 통계적으로 유의한 차이를 보였다(p<0.05). 바탕 색이 흰색인 경우 1분간 읽은 단어수가 123.7±26.2 wpm이었던 반면 참가자가 선택한 색이 배경인 경우 1 분간 읽은 단어수는 132.4±26.4 wpm으로 읽기 속도에 대해서도 통계적으로 유의한 차이를 나타내었다(p ＜0.05). 결 론: 본 연구는 편안하다고 느껴지는 색상을 배경으로 사용할 경우 시각적 불편을 줄이고 읽기 능력 개선에 도움이 될 수 있다는 결과에서 선택한 편안한 색상이 비치는 스탠드 사용 역시 장시간 컴퓨터를 이용 한 작업시 시각적 스트레스를 줄이기 위해 적용할 수 있을 것으로 생각된다. 또한 임의적인 색상보다 신중하 게 선택한 바탕색이나 스탠드의 빛이 읽기 능력을 향상시킬 수 있다는 것을 확인하였다

캐슬린 백작은 극히 상징적인 극이다. 캐슬린은 부분적으로 앵글로-아 일리쉬 엘리트에 대한 예이츠의 이상을 나타내지만, 그녀에게 부여된 이미지와 역할은 여러 가지 면에서 다른 상징적 면을 나타낸다. 그녀는 국가, 아일랜드인의 정신성, 및 눈 에 보이지 않는 영혼을 나타낸다. 이 극의 중심이 되는 것은 예이츠가 수집한 민간신앙 과 이야기들에 뿌리를 둔 저 세상과 현세와의 교감을 모티브로 하고 있다. 저 세상과의 접촉이 악마의 황금과 영혼을 바꾸는 일로 나타나는데 이는 극적인 정신 상태를 보이는 것이다. 캐슬린이 사람들을 위해서 모든 것을 희생하게 만드는데, 이때 악마들의 역할이 필요하다. 캐슬린은 사람들의 생명에 필수적인 그래서 꼭 지켜져야 하는 것을 상징한다. 동시에 그녀는 동정심이 강하면서 저세상과 근본적으로 맞닿아 있는 영혼을 상징한다.

예이츠와 조이스의 관계는 다층적이어서 그들의 작품과 전기를 비교하는 텍스트의 상호비교 해석이 요구된다. 조이스의 초상화 속의 스티분의 비라넬 시는 예 이츠의 사랑의 시 방랑하는 앵거스의 노래 에 대한 조이스의 숨겨진 반응 혹은 반어적 암시로 읽을 수 있다. 이 비교는 후자의 뮤즈 시로서의 감추어진 면모를 보이나, 보다 뜻있는 것은, 뮤즈-유혹자에 대한 각 내레이터의 태도에 있어 두드러진 차이를 보이는 데, 즉, 그녀를 찾기 위한 열정적 방랑자와 그녀에게 애원하는 지친 연인이라는 차이점 이다. 결과적으로, 본 필자가 제안하는 것은, 비라넬아의 후렴 “열열한 방법에 지치셨나 요”를 예이츠가 정치적에 “열정적인” 모드 곤에게 애원하는 말로 볼 수 있다는 점이다.

예이츠는 블레이크, 셀리, 오노레 발자크같은 작가들의 작품을 읽음으로써 그의 시적 창작에 영감을 받았을 뿐만 아니라 그의 세계령 사상 형성의 이론적 배 경으로 삼고 있다. 예이츠는 블레이크의 예언시를 편집하면서 자신의 신비종교에 관한 관심을 강화시켰고, 셸리에게서는 세계령을 문학으로 승화시킬 수 있는 가능성을 발견 했으며, 발자크로부터는 인간의 의지가 세계령의 기본이 된다는 것을 인식했다.

The purpose of the current study is to examine 123 English reading-related articles published in English Teaching from 1965 to 2014 in order to consider what has been studied in English reading and how, and to gain insight into what has to be studied and how from now on. To fulfill this purpose, the articles were analyzed in terms of basic data, research methods, and research themes across four time periods. In accordance with the findings, it has to be admitted that English reading-related research has made notable, impressive advances in quantity and quality. In particular, it is notable that research methods and themes have been diversified and expanded across the periods. For further development, it is required for researchers' ceaseless endeavor to explore ongoing issues and troublesome gaps in English reading research and to establish a theoretical and practical framework for reading research in Korean EFL context.

This study investigated the effects of different gloss locations in extensive reading readers on English reading abilities of elementary students. It examined four groups of sixth graders in an elementary school and an extensive reading class was conducted over sixteen weeks. The four groups were given graded readers with four different types of glosses, such as non-gloss, marginal gloss, footnote gloss, and endnote gloss. To verify the effects of this experiment, pre- and post-reading ability test for the cognitive domain and pre- and post-questionnaire for the affective domain were administered to see if there were any achievement in reading ability and affective domain. The findings were as follows: (1) The four groups showed improvement in the reading ability tests. This result indicates that extensive reading was effective in improving students' reading ability; (2) The footnote gloss group showed the greatest change. This result indicates that footnote glosses influenced the most in improving students' reading ability; (3) All the groups showed positive results in the affective domain including attitude, self-confidence, interest, expectation, and value. In conclusion, extensive reading made a positive effect on all four groups and footnote glosses proved to be the most effective in both cognitive and affective domain.

The aim of the present study was to examine factors affecting Korean university EFL learners' English reading comprehension across two reading tasks (i.e., literal vs. inferential reading). To this end, five latent factors (linguistic, cognitive, affective, social, and English reading) were targeted, and the structural relationships among these five factors were analyzed through structural equation modeling (SEM) technique. Results of the present study demonstrate that for literal reading comprehension task, linguistic, cognitive, and social factors made a significant and direct impact on Korean university students' English reading performances, whereas the effect of affective factor was not significant. Regarding the inferential reading task, only linguistic and cognitive factors were significantly and positively associated with Korean university students' English reading comprehension. Implications for pedagogy as well as for future research directions were also provided.

This paper studies Yeats as imagist, which demands that the poet make use of ordinary and conversational words; different subject-matters, concise and accurate imagery and avoid abstraction. Interestingly he exhibits all the characteristics Imagist poets usually show.

William Trevor’s “Two More Gallants” is not only a parody of Joyce’s “Two Gallants” but a serious intertextual response to the problems of realism and modernism acutely felt in Joyce’s work. Drawing on recent theoretical discussions that focus on the unsettled borderline between realism and modernism, this paper explores the nature of the intertextual and historical relationships between Joyce and Trevor.

This paper attempts to bring Plato back into dramatic criticism. The dominant view of Plato as a trenchant critic of literature results from an oddly powerful mixture of transhistoricity, literary self-abnegation and political ideology. Using Iris Murdoch, Giorgio Agamben and Leo Strauss to defend Plato against the charge of his anti-poetics, this paper argues that memory and narrative (in place of action), diegesis (against mimesis), alienation and impasse (instead of identification and catharsis) emerge as central features in Platonic dramatic theory. These concepts are put to the test by using texts from a select group of modern Irish and American dramatists (Williams, Friel, Wilder, Beckett and Yeats), all of whom were compelled to dramatize personal and/or collective memory while grappling with the difficulties involving the enactment of it.

William Butler Yeats’s poem “Among School Children” is a meditation on love, essence, and change. This paper attempts to relate the Buddhist theories of essence and change to the core philosophical premises of the poem itself. Furthermore, through two specific Buddhist texts, Milindapanho by Nàgasena and Mūlamādhyamikakārikā by Nagarjuna, the paper illustrates similarities in terms of imagery and philosophical ideas in the specific stanzas of the poem, highlighting a philosophical foundation in musings on love and essence as they emerge in the poem.

The present study sought to examine the continuity of the English textbooks of the elementary school 6th grade and the middle school 1st grade by analyzing the readability and vocabulary difficulty of their reading passages. It investigated the continuity between textbooks of the two grades and among chapters of each textbook. For the analysis, Flesch-Kincaid Grade Level Index was used to measure the readability of reading passages, whereas vocabulary difficulty was measured in terms of TTR (type-token ratio) and frequency by using VocabProfile. The results showed that the readability of middle school textbooks was one point higher than that of elementary school textbooks. Given that the readability index is based on the American school system, the increase in readability index between grades can be seen as large gap. In terms of vocabulary difficulty, the total amount of vocabulary in the middle school textbooks was three times as much as that of the elementary school textbooks. Second, readability index fluctuated across the chapters of each textbook, while the TTR was found to be higher in the former chapters than in the latter chapters in elementary school textbooks. All these could lead to learning difficulties for students. Pedagogical implications are discussed.

The purpose of this study was to explore the relationship between prosody and reading comprehension of elementary school students in Korea. To achieve the purpose of the study, 114 fifth and sixth graders were selected from three schools of Seoul city and Gyeonggi province, and their prosody, word recognition and comprehension were assessed. In order to measure their prosody, students were asked to read a reading text orally for one minute, and the teacher checked their reading rate, decoding accuracy, and prosody. Students’ prosody was measured through Clay and Imlach’s (1971) method. The results of this study showed that while most students gained higher score in word recognition and reading rate, their prosodic features was found comparatively weak. It also revealed a correlation between the three sub-categories of prosody and reading comprehension. Based on the results of this study, it could be concluded that prosodic reading features of Korean EFL students have co-relations with comprehension, even if their prosodic feature is weak. Finally some ideas for enhancing prosody in L2 students’ reading instruction were suggested.