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.

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.

Consumers and sources are embedded in cultural contexts that influence how those sources are read. We examine how consumers stigmatized for being fat collectively read advertisements for luxury fashion brands featuring plus-sized sources. We unveil individual and cultural resources stigmatized consumers rely on to collectively develop readings of advertising sources.

The present study explored a reading-based speaking task for its potential to develop EFL students' fluency. Based on an L1 speaking model by Levelt (1989, 1993), the task was developed in a way that students can maximize their fluency in a scaffolding-rich condition: one in the stage of message generation and the other in linguistic encoding. The use of reading texts for the development of speaking fluency was also hypothesized to induce authentic interaction among interlocutors. How the reading-based speaking task functions as hypothesized was tested with five Korean college students who participated in a 4-week reading-based speaking program. The analysis of the group activity transcripts and interviews revealed that scaffolding in message generation took place in three types of language episode: a personal experience episode, a vocabulary-related episode, and a contentclarification/ elaboration episode. Linguistic encoding in L2 speaking was scaffolded via shared context, which enabled the participants to develop and utilize a paraphrasing skill. Finally, the participants’ engagement in speaking activities increased, affecting their willingness to communicate and their motivation to improve speaking.

Five years Diaosheng statue has a sentence called because Diaosheng gave shao Jiang five silk scarfs and a pair of pots. It has always been a variety of interpretations. This paper thinks, Yi(以) word is a preposition. Shuai(帥) word can be interpreted a Silk scarf. The sentence can be explained because Diaosheng gave shao Jiang five silk scarfs and a pair of pots.

The purpose of the study was two-fold: to investigate the effects of a group-based book reading plus self-efficacy and outcome expectancy intervention on reading amount, perceived reading ability, reading behavior, and social cognitions and to examine influencing factors of book reading behaviors. Sixty-three sixth graders completed a ten-week book reading intervention in two experimental conditions: one with book-reading activities only and the other with a book-reading plus social cognition intervention. The control group (n=32) studied English in their regular English classes. Questionnaires were administered three times to assess the participants' social cognition, reading behavior, and perceptions of reading English books: right before and right after the intervention, and at eight weeks post intervention. The results showed positive effects of the intervention on reading amount, perceived reading ability, and reading behavior. Of the two experimental groups, the group that had received the book-reading plus social cognition intervention showed more positive results. At eight weeks post intervention, intervention effects on goal efficacy, reading behavior, and attitude toward reading were maintained. Social cognition was found to affect reading amount and behavior for the experimental groups. Research and practical implications are suggested.

The present study examines L2 reading proficiency effects on the relative contribution of vocabulary knowledge and grammar knowledge to L2 reading comprehension for Korean high school EFL learners. To this end, 200 high school students were asked to take a vocabulary knowledge test, a grammar test, and a reading comprehension test. The participants were divided into three sub-groups by L2 reading ability in order to examine L2 proficiency effects. Multiple regression analyses for the sub-groups indicated the relationships among the three variables as distinctive. The results showed that syntactic knowledge had a predictive power for reading performance in the high reading group, but vocabulary had the same quality in the intermediate reading group. For the low reading group, neither vocabulary nor grammar could significantly account for the L2 reading variance. Theoretical implications and directions for further studies are discussed.

The aim of this study is to explore the relationships between EFL learners’ reading motivation, proficiency, and strategy use. Fifty-seven students at a Korean university participated in the study. Two self-report questionnaires and a reading comprehension test were used to measure the learners’ motivation to for reading in English, reading proficiency, and reading strategy use. No significant correlation was found between reading motivation and reading strategy use or between reading motivation and reading proficiency. However, students’ performance on the test was positively related to their reported reading strategy use, showing a moderate correlation. In addition, the study found that although proficient students and less proficient students used almost the same kinds of strategies to support their reading comprehension, more proficient students used strategies more frequently than less proficient students.

This study was aimed at integrating English novels into a Korean high school English curriculum. To accomplish the objective, the study adopted diverse post-reading activities using an English novel, The City of Ember by Jeanne DuPrau. Data were collected from diverse sources such as students’ worksheets, transcripts of students’ presentation, answers to survey questions, and the teacher’s field note. The results of the study are as follows: First, there were some educational effects when an English novel with diverse post-reading activities was used in high school English classrooms. Students showed a positive attitude toward the class and expressed satisfaction in terms of classroom management. Second, students responded to the novel through diverse post-reading activities. For example, students had opportunities to reflect on their lives, became active in solving problems, and deepened their thoughts through discussion. Based on the results of this study, suggestions for future studies are provided.

This study aimed to examine English oral reading fluency of 5th and 6th grade students. Twenty three 5th graders and 22 6th graders at an elementary school in Daejeon participated in the study. Four texts were prepared: a 5th grade equivalent dialog text, a 5th grade equivalent narrative text, a 6th grade equivalent dialog text, and a 6th grade equivalent narrative text. The students were asked to read them aloud at the end of the first semester and the second semester. Comprehension check-up questions were given immediately after they read the texts. Their reading rate was measured in the number of words they read correctly per minute (WCPM). At the end of the school year, the 5th graders read their grade level dialog text at 103 WCPM on average, and the narrative text at 97 WCPM on average. The 6th graders read the dialog text 111 WCPM on average, and the narrative text at 99 WPCM on average. The correlations between reading rates and comprehension were moderate; .60 at the first administration and .58 at the second administration.

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.

우리 법제는 상표법 제2조 정의 조항의 ‘상표’ 와 ‘상표의 사용’의 개념 표징을 등록 단계에서부 터 침해소송까지 적용하는 입법형식을 취한다. ‘상 표의 사용’은 상품 또는 그와 관련한 포장, 광고 등 에 상표를 물리적, 가시적으로 표시하는 행위로서, 수요자는 이러한 사용 행위를 통하여 상품에 부착 된 표장을 그 상품의 출처표시로 인지하게 된다. 이러한 ‘상표의 사용’은 침해소송에 있어 그것이 수요자에게 제시되는 것으로 충분한 것인지, 아니 면 상표로서 공중의 관심을 끌기 위한 출처표시로 사용되었음이 증명되어야 그 사용 요건을 구비하 는 것인지에 따라 원고의 주장 및 증명 내용이 달 라질 수 있다. 이와 관련하여, 미국에서는 ‘상표로 서 사용(as a mark)’이 침해소송의 최소요건인지 에 관한 논의가 있었고, 상표로서의 사용은 침해소 송의 최소요건이 아니라는 연방제2항소부의 Kelly-Brown v. Winfrey 판결이 있었다. 이 판결은 ‘상표 사용’이라 통칭되는 개념을 ‘상표의 사 용(use of a mark)’과 ‘상표로서 사용(use as a mark)’으로 구별하여, 상표침해소송에서의 사용의 의미는 ‘상표의 사용’으로서 상거래와 관련하여 수 요자에게 제시되는 것으로 족하고, ‘상표로서 사용’ 여부는 공정사용 항변으로 밝혀질 성질의 것이라 고 판시하였다. 이 사건에서 공정사용항변의 요건 중 하나인 ‘상표로서 사용되지 않았을 것’이라는 요건은 피고가 이를 충분히 밝히지 못하여 배척되 었고, 결과적으로 상표 사용의 개념에 관한 이 사건 에서는 등록상표권자인 원고 청구가 인용되었다.

Despite the general understanding of the prominent role of basic reading sub-skills, such as decoding abilities and reading fluency, in the reading comprehension of younger and proficient first and second language readers, little is known about the role of these skills in older and less skilled readers in foreign language contexts. The present study was designed to investigate how decoding skills and reading fluency relate to the reading comprehension of such readers, and to identify the relative strengths between the two. Two hundred twenty two Korean high school students participated, and their performance on decoding, reading fluency, and reading comprehension tasks was analyzed. The results showed that both decoding skills and reading fluency were strongly correlated to reading comprehension. Moreover, between the two fundamental reading sub-skills, decoding skills outperformed reading fluency in explaining reading comprehension, making a unique contribution beyond the effects of reading fluency. These findings suggest that a basic skill like word decoding still deserves instructional attention even at the secondary schools in EFL contexts.

This study examines the effects of the integrated reading-writing tasks (e.g., writing summaries or reflective essays) on college students’ writing performance. A pre-test and a post-test which consisted of reading comprehension questions and a writing task were administered to 207 EFL college students at the beginning and end of a semester. The data was analyzed both quantitatively using ANOVA and post-hoc test, and qualitatively using a questionnaire survey and interviews. The mean scores of the posttest for the classes which utilized the integrated reading-writing tasks were higher than that of the control group. Also, higher level students in the two experimental groups and a control group showed that there were improvements between the pre-test and post-test, specifically in the treatment groups. The analyses of the questionnaire survey and interviews revealed that the treatment groups which integrated reading-writing in class perceived writing summaries and reflective essays as helpful and effective tools for enhancing their writing ability. The overall results of the study indicated that implementing the integrative approaches to language instruction in the EFL classroom is beneficial in improving learners’ writing performance regardless of the learners’ proficiency level.

목 적: 본 연구에서는 안경원에서 쉽게 구입 할 수 있는 15%, 30% 착색 렌즈를 이용하여 근거리에서 오류수정작업과 읽기 속도의 변화를 알아보았다. 방 법: 남녀 대학생 28명을 대상으로 Blue, Green, Yellow, Red렌즈를 각각 15%, 30% 농도에 따라 오류수정작업과 분당 단어 수 읽기 속도를 측정하였다. 결 과: 분당 단어 수 읽기 속도를 측정한 결과 N-0(110.607 word/min)을 기준으로 G-15에서 125.928(word/min), B-30에서 126.464(word/min), G-30에서 127.428(word/min)의 순서로 증가하였다. 오류수정작업 소요시간은 N-0의 1.331(sec)을 기준으로 B-30과 R-15의 착색렌즈에서 각각 1.3261(sec)과 1.3282(sec)로 감소하였다. 오류수정작업의 정확도는 G-15에서 95.357(%)로 가장 높았고 G-30(90.357%)과 Y-30(90.357)에서는 동일한 낮은 정도를 보였으나 기준 N-0의 77.857(%)보다 높은 것으로 분석되었다. 결 론: 착색 렌즈의 색상과 농도에 따라 오류수정작업의 정확도와 읽기 속도가 유의성 있게 증가하였다. 특히, R-15에 비해 B-30에서 오류수정작업 소요시간은 감소하였고, 정확도는 같고, 읽기 속도가 증가하므로 근거리 시작업 시 착색 렌즈 B-30의 착용을 권장하는 것도 좋을 것 같다.

This study investigates the effect of strategies-based English reading programs on reading proficiency and affective domains of underachieving elementary school students. Eight fifth-grade students were selected and assigned to either the phonics/vocabulary learning group or the vocabulary/sentence learning group for two hours a week for 16 weeks. To address the research questions, data were collected from four main sources: English reading tests, questionnaire surveys, students’ learning logs and in-depth interviews with the students. The results of the study revealed that the English reading programs had positive impact on the students’ understanding of the relationship between letters and sounds, word recognition ability, and sentence reading. As students accumulated successful reading experiences, their self-confidence, interest in reading, and class participation increased while anxiety decreased. The study also revealed that there were differences in using strategies among students in each group, with higher level students tending to use higher-dimensional strategies with more variety than less able students. In conclusion, the leveled English reading programs customized for underachievers appear to be effective in assisting underachievers in their English reading skills.

The purpose of the current study was to explore the effects of background knowledge, time pressure, and involvement on reading comprehension. One hundred and twenty college students read three passages and answered comprehension questions in eight different experimental conditions: activated vs inactivated background knowledge, with vs without time pressure, and high vs low involvement. The results showed main effects of background knowledge and involvement on reading comprehension, indicating essential roles of background knowledge in facilitating the processes of reading comprehension in Korea’s EFL educational contexts. In addition, the study found an interaction effect of background knowledge and time pressure on reading comprehension. Pedagogical implications are suggested.

This paper studies psychological experience of reading narrative literary texts from the cognitive perspective. Vicarious experience through literary texts as construction of a virtual human world, generally understood as situation model in the cognitive process of text comprehension, can be grasped as readers’ mental simulation on the backgrounds, scenes, and the actions of characters. Readers, however, not only simulate the outside world in the texts, but also recognize the inner states of the characters such as motivation, intention, and emotion, which makes readers’ reading experience psychological reality. This empathic experience can be explained as readers’ retrieving personal experience from the long-term memory as direct resources for inferencing the overall situation in the texts. In that cognitive text comprehension is closely connected with human learning by both updating and reconstructing memory, mental simulation through narrative literary texts ultimately leads to readers’ personal growth by deeper understanding on themselves and broadening their horizons. Finally this paper suggests two educational implications on reading in foreign language education; the importance of empathy through reading literary texts in communicative situation, and facilitation of foreign language learning by connecting readers’ own experience with it.