T.S. 엘리엇은 전혀 새로운 시인으로서 20세기 영미시에서 우리가 전혀 본적이 없는 시를 쓴 시인이다. 그러나, 그는 유럽, 특히 프랑스 시의 전통에 확고한 뿌리를 둔 시인이다. 반면, W.B. 예이츠는 자신이 상징이라고 정의한 시의 특성을 추구한 시인으로 영시나 아일랜드 시에서 금세기에서 조차 어떤 시인도 그를 능가하지 못하고 있다. 이 글은 엘리엇에 영향을 준 프랑스 시인에 대해 이야기 한다. 엘리엇은 프랑스의 새로운 시인들과 접촉하게 되어 독특한 시를 쓰게 된 것은 명확한 것 같다. 엘리엇은 시인 코르비에르에게서 프랑스 시인들이 무시하고 가치를 보지 못한, 프랑스 시의 전혀 새로운 면을 볼 수 있었다. 이 글은 구하의 책에서 프랑스 시의 영향을 다룬다. 특히 트리스탄 코르비에르의 엘리엇에 대한 영향을 논하다. 코르비에르는 당시 프랑스에서 전혀 관심을 끌지 못한 무명시인이었다. 엘리엇은 이 시인에게서 새로운 것을 발견할 수 있었고 그것을 자신의 시에 잘 사용하였다. 구하는 이점을 다룬다. 반면 예이츠는 불어시를 읽을 수 없었고 프랑스 시에 큰 영향을 받지 않은 것 같다. 예이츠는 그의 산문에서 엘리엇의 새로움과 위대함을 지적한다.

This paper investigates Korean EFL students’ learning (de)motivation factors according to the level of students’ English learning motivation. A total of 41 undergraduate students reflected on their past ten years of English learning experiences and submitted autobiographic essays with ‘motigraph,’ marking their annual changes of English learning motivation from 0 to 10. The data were analyzed with Grounded Theory. The findings revealed that the factors that increased or decreased English learning motivation were different according to students’ level of motivation. Students with low-level motivation were influenced by their teacher or parents, while those with high-level motivation were influenced by their past L2 learning experiences perceived positively by themselves. In both groups, the factors of emotional experiences caused by negative L2 learning experiences were the main reasons for demotivation. This paper emphasizes the importance of subjective appraisal in maintaining students’ L2 learning motivation and recovering from the state of demotivation.

This edited volume of 127 pages on legal education and legal traditions is divided into eight essays. Legal education encompasses a myriad of topics spanning from economics to sexual behaviour and reflect various legal traditions, which are philosophical in nature. The traditions taken from the western European legal systems reach as far back to the Greeks highlighted in works by Aristotle and Socrates, followed by European medieval philosophers of various religious traditions, namely Thomas Aquinas (Roman Catholic), St. Augustine (Roman Cathlic) and Baruch Spinoza (Hebrew) as well as 17th-18th century’s European political philosophers such as Rousseau and Locke. These laws and traditions have been imported into Southeast Asian (SE) countries via the British colonialisation. These traditions do not consistently prevent the political and constitutional turmoil in some SE Asian countries under dictatorships that trample on rule of law and human rights. Morality plays a role in the law, yet it never stays the same through the ages; the law must deal with changing morality, such as attitudes towards slavery or homosexuality.

Grammatical complexity constitutes an indispensable subconstruct of L2 writing ability. Nonetheless, rating scale descriptors for grammatical complexity have heavily relied on degree modifiers or adjectives. Thus, this study attempts to explore the potential for the use of nominal modifiers as discriminators for adjacent levels of L2 writers in the context of an English Placement Test. This study analyzed 374 argumentative essays written by international undergraduates. Seven nominal modifiers in the developmental stages of grammatical complexity were examined and a cumulative ordinal logistic regression model with proportional odds was fitted to explore the relative effects of those grammar features on placement decisions. Four nominal modifiers were found to be positively associated with placement decisions, after adjusting for the effects of other variables. One educational implication is for the use of nominal modifiers to be incorporated into rating scale descriptors as discriminators for L2 writers who are not advanced enough to be exempted from an English Placement Test.

본고는 중국의 장편 기행문을 고전 문학 교학에 어떻게 적용시킬 수 있을지 그 가능성을 모색한 연구이다. 기존 대학 강의에서 이미 다루어지고 있는 장르가 아닌 기행문을 선택한 이유는 여행이라는 매력적인 주제를 통하여 대체로 난해하게 여겨지던 중국 고전을 학습자에게 보다 흥미롭게 전달하기 위함이며 또한 수백 년 전 문인의 여정을 따라가다 보면 그 속에서 문학 교육뿐만 아니라 언어ㆍ역사ㆍ문화 교육으로 자연스럽게 연계가 가능하기 때문이다. 본론에서는 교학에서 주로 다루게 될 宋 代 기행문인 『入蜀記』와 『吳船錄』을 소개하고 효과적인 학습을 위해 사용하게 될 몇 가지 웹사이트를 살펴본 후 향후 강의에 직접 활용이 가능하도록 학습 지도안을 예시로 작성했다.

만명시기 대표적 문학이론가인 원굉도는 예술성 높은 유기산문을 많이 창작하였다. 그의 문학작품 창작론의 주요 방법은 ‘직기(直寄)’와 ‘신기(新奇)’의 창작이론이다. 그는 직기와 신기의 창작기교를 잘 활용하여 좋은 작품을 많이 창작하였다. 직기의 창작기교는 주로 자연경관의 묘사와 인물이나 사물의 형상표현 또는 사람의 감정 표현 등에 활용하고 있다. 그리고 자연경관을 서술한 부분을 보면 직기는 물론 신기의 창작기교를 활용하여 생동감 있는 표현을 하고 있다. 직기의 창작기교는 주로 직유의 수사기교를 사용해 표현되고 있고, 신기의 창작기교는 직유 은유 의인 등의 다양한 수사기교를 사용해 표현되고 있다. 원굉도 유기산문의 자연경관 표현에 보이는 신기의 창작방법에 바탕 하여 활용되어진 직유 은유 의인 등의 주요 수사기교를 살펴보면 원굉도 유기산문의 예술적 수준을 잘 알 수 있다.

This study examined the use of conjunctions in Korean high school EFL learners’ writings in two discourse modes–description and argument. A corpus of seventy-six descriptive essays and eighty argumentative essays was developed, in which the essays were rated based on their cohesiveness and divided into three groups by their grades. Conjunctions were analyzed based on Halliday and Hasan’s (1976) framework: additive, adversative, causal, and temporal conjunctions. The results revealed different trends of using conjunctions in the two different discourse modes. The descriptive writings with high scores on cohesion tend to exhibit more conjunctions when compared to lower-quality writings, and the argumentative writings with high scores showed fewer conjunctions. The high-quality writings in descriptive mode showed highly frequent uses of additives and adversatives, while those in argumentative mode displayed a lower frequency of additives and a more frequent use of adversative however. Small numbers of causal and temporal conjunctions were used in both discourse modes, and they were particularly limited in descriptive writings regardless of the cohesiveness of writings. This implies that more explicit instructions on causal and temporal conjunctions for each mode are needed in the writing classes. In addition, the scores on cohesion were significantly lower for the descriptive essays than for the argumentative essays, and a much narrower range of conjunctions was employed in descriptive writing. These results suggest a more balanced focus on various discourse modes of writing and the introduction of conjunctions that are appropriate for each mode, since the ability to use conjunctions in one mode does not seem to be automatically transferred to another mode in high school EFL learners’ writings.

Automated error detection and feedback systems are becoming an important component of online writing practice services for ESL/EFL (English as a second/foreign language) learners. The main purposes of the study are to: (a) collect samples of essays written by ESL learners with different native language (or L1) backgrounds that are error-coded by an early version of an automated error-detection system (CritiqueTM) and trained human coders; and (b) identify some unique patterns of writing errors for different first language (L1) groups. Data analyzed in this study included 18, 439 TOEFL◯R CBT essays error-coded by CritiqueTM and a much smaller, combined sample of 480 TOEFL◯R CBT/TOEFL iBT◯R essays error-coded by trained human coders. A comparison of error rates across five different language groups showed some unique patterns: (a) the Arabic and Spanish groups were the highest on both spelling and punctuation errors; (b) the Korean and Japanese groups had the highest article error frequency; and (c) the Chinese group had the highest number of errors related to verb conjugations or adjective and noun inflections. The implications of these findings are discussed in terms of understanding the nature of L1-related writing errors and enhancing the automated error detection and feedback systems.

This study investigated whether two different writing tasks (narrative and argumentative), elicit different lexical features. This study also attempted to identify the relationship between lexical features and the level of writing proficiency. Seventyeight university students wrote one narrative and one argumentative essay, with a 30-minute time limit for each task. A total of 156 essays were rated by eight raters using holistic rubrics, and then were divided into three levels of writing proficiency. The written products were analyzed for nine lexical variables: mean word length,Type/Token Ratio, Root TTR (RTTR), Corrected TTR (CTTR), lexical density, the most frequent 1000-word families, the second most frequent 1000-word families,academic word list, and lexical frequency. The main findings are twofold. First,paired t-test analysis revealed significant differences between the two discourse modes in eight lexical variables. Second, the results of one-way ANOVA, Welch ANOVA, and Pearson’s correlation analysis indicated that RTTR and CTTR best discriminated between the different writing proficiency groups.

This study aims to investigate how Korean EFL college students' argumentative essays are similar to or different from those of native English speakers (NES) in the use of reference, with the consideration of Korean students' level of Engli sh proficiency. It employed both quantitative and qualitative analyses to examine referential use for estab lishing textual cohesion of wri tten discourse. The participants were 30 native English speakers and 61 Korean EFL college students, with 31 high proficiency students and 30 low proficiency students. Detai led examination on the use of referential devices revealed important findings. For example, the syntactic role of the reference influenced the relative difficulty for the Korean EFL students. When referring to nominal items, whereas the Korean EFL students did as well as the NES in referential choices in subject positions, they underused references in other syntactic roles, such as object and possessive positions. They also made different referential choices in one of the major functions of demonstratives. That is, whereas the NES mostly used demonstrative this when referring to extended text in the preced ing discourse, both levels of the Korean EFL students preferred pronoun it for such function. The present study holds important pedagogical implications with regard to L2 writing pedagogy.

This study investigates the types and frequencies of verb errors in Korean college students' essays in order to ascertain what aspects of English verb use Korean learners find most troublesome. The data used in this study were retrieved from a learner corpus consisting of essays written by 399 students who major in humanities at a university in Seoul. The 686 verb errors found in the corpus were classified into the following four major categories: (a) omission of necessary items in a verb phrase, (b) addition of unnecessary items in a verb phrase, (c) misformation ofa verb phrase, and (d) misordering of items in a verb phrase. A careful examination of these 686 verb errors has revealed that misformation is the most common form of error, accounting for over 60% of all the errors. A sub-category of misformation errors, agreement errors in turn accounted for more than half of all the 4 I 6 misformation errors (216 tokens), a number bigger than any of the other three categories of error types, i.e. omission (175 tokens), addition (72 tokens), and misordering (23 tokens). This finding might have resulted from negative influence from the students' L I, as Korean verbs do not conjugate according to grammatical person. Another noteworthy finding is the fact that the students made a great number of errors with both the lexical and the auxiliary uses of be and have. Considering that both uses of these two verbs are taught early on in Korea, this finding suggests that Korean students need to be continually provided with contexts in which they can practice different uses of be and have.

This paper investigates the effects of time constraints on writing performance of Korean college students by comparing the overall quality of two types of writing samples-the term paper with a 5-week time allowance and the in-class timed essay with 30-minute time constraints. Thirty-nine college students majoring in Englishlanguage education participated in the study, and their compositions were compared in terms of 5 criteria. To ensure the compatibility of the two different types of tasks, two textbook passages whose topic was similar to each other were presented to the students. The writing task in both conditions was to build a lesson plan in an essay format explicitly detailing the rationale for each activity. The t-test results suggest a meaningful difference in the areas of content, language use, and mechanics; but not in organization and vocabulary. The results indicate that there are limitations on measuring students’ writing ability under timed conditions, which was also validated by survey responses collected at the end of the experiment. Implications for writing assessment are offered.

郭沫若先生曾经指出:“无论作任何研究，材料的鉴别是最必要的基础阶段。材料不够固然大成问题。而材料的真伪或时代性如未规定清楚，那比缺乏材料还要更加危险。”我們迎接古文物的第一項工作就是考釋文字，有了釋讀上的成果之後我們才能進一步進行斷代分域工作。要正確的判別古文物的時代國別，我們才能夠更往上一層樓，這是不可否認的事實。譬如拿一方璽印來說，它到底屬於那國之物？如不能解結這個問題，擺在我們眼前的古璽印只是個古董罷了。這種大小只有方寸的古代遺物所以被人們看重的原因，就是璽文的史料價値並不低於其他古文字資料。它們可以提供古代官名、地名、姓名、經濟等各方面的資訊，而且這種史料往往是傳統古籍所遺傳的寶貴資料。本文在諸家已有的硏究成果的基礎上重新整理出戰國齐璽的五项選別標準： (一) 以出土地判别 (二) 以字形判别 (三) 以地名判别 (四) 以文例判别 (五) 以印面特征判别 希望爲硏究戰國齐璽者提供一個判別標準。這些判別標準得透過新材料繼續補充下去，才有真正的學術價值。

Various studies have been conducted to minimize the subjectivity and increase the accuracy in assessing written texts, and the present study focused on the scoring rubrics which were the basic criteria for evaluating writing. Three different scoring rubrics (holistic, analytic and multiple-trait scoring method) were compared in evaluating argumentative essays written by Korean high school students. The present study aims to investigate the rater-reliability of the three scoring methods, holistic, analytic, and multiple-trait scoring methods. Scores of the five raters which were obtained from using the three scoring methods were compared. It was found that there were significant mean differences in the three scoring methods. Raters gave the relatively low scores when they used the holistic scoring. Next, the highest inter-rater reliability was found in the multiple-trait scoring. All the three scoring methods showed an acceptable level of reliability above .07. However, raters showed the highest reliability when they used a multiple-trait scoring rubric. Also, high correlation was found among components of analytic and multiple-trait scoring methods, indicating that the multiple-trait scoring rubric can replace the analytic scoring rubric. Finally, raters expressed a favor over the multiple-trait scoring. The result of this study suggests some implications for writing assessment in Korean secondary English classes.

지리산유람록은 조선시대 지식인이 지리산을 유람하고 그 감회를 기록한 글로, 지리산에 대한 역사적·문화적·종교적 의미가 함축된 총체적 자료이다. 현재까지 모두 100여 편이 발굴되었고, 경남문화연구원에서는 이를 모두 완역하여 『선인들의 지리산 유람록』 시리즈(전6권)로 출간하였다. 이의 출간과 함께 지리산 또는 지리산 유람과 관련한 전문 연구가 폭증하였고, 나아가 우리나라 ‘산의 인문학’이 지닌 가치를 탐색하는 작업에도 많은 영향을 끼쳤다. 본고는 1985년에 시작된 지리산유람록 연구의 30년사를 점검하는 첫 번째 자리이다. 관련 성과로는 2015년 4월까지 번역서 6권 외에도 학위논문 10권, 연구논문 38편, 단행본 7권이 확인되었다. 초창기 연구는 주로 金宗直·南孝溫·金馹孫·曺植 등 조선전기의 몇몇 유명 작가의 작품에 치중하여 이루어졌고, 첫 번역서가 나오는 2000년 이후에야 비로소 전문 연구가 성행하였다. 전반적인 연구 경향은 대략 네 가지로 분류할 수 있다. 조선조 지식인의 지리산에 대한 인식을 通時的 관점에서 살핀 통합 연구, 작품 및 작가에 대한 개별 연구가 동시에 진행되었고, 번역서 출간 이후 자료의 접근이 용이해지면서 관광학·조경학·건축학 등 타 분과에서의 연구가 행해졌으며, 근년에 금강산·한라산 등 타 명산과의 비교 연구가 시작되었다. 이의 검토를 통해 다음 두 가지를 확인하였다. 현재까지 발굴된 지리산유람록은 모두 조선시대 士人의 기록이다. 이는 유람록에 나타난 지리산 인식이 조선조 士人 부류에 한정된 것임을 전제한다. 30년의 짧지 않은 연구기간과 60여 편의 적지 않은 성과에도 불구하고, 그간의 연구가 유람자인 ‘조선 지식인의 士意識’을 해명하는 범주에서 일관되게 이루어져 왔던 것이다. 또한 연구의 범주가 18세기 이후로 넘어가지 못하고 조선 전반기에 치중되어 있음을 확인하였다. 이는 전체 유람록의 절반 이상이 19-20세기에 산출되었고, 게다가 18세기 이후의 지리산 유람은 지리산권역의 지식인에 의해 이루어져 왔음을 감안한다면, 그간의 연구가 지나치게 전반기에 편중되어 있었음을 알 수 있다. 이의 극복을 위한 다양한 접근이 향후 지리산유람록 연구의 과제로 남아 있다.

The appropriate use of hedged expressions is particularly a problematic feature of non-native writers' English academic writings. This study analyses the features of hedging in NNS and NS academic essays by using two different corpora from Korean masters' students and from English native speakers in the UK. This corpus-based study focuses on the types and frequencies of epistemic devices, examining the salient features of hedging used in the Korean L2 writings. The results from both frequency and contextual analysis indicate that they rely heavily on using modal verbs and other certainty markers of adverbs, and this led to stronger and direct statements. Along with their serious confusion with impersonalized or personalized forms in relation to the usage of lexical verbs, they showed a strong preference for giving personal involvement, which occurred in specific patterns of personalized devices in conversational hedges. These patterns can be partly explained by the cultural transfer from L1 to L2 as well as lack of linguistic knowledge across different genres. The findings thus can contribute to giving some pedagogical implications for teaching alternative strategies to raise both culture and genre-specific awareness in the areas of second language pragmatics.