기존 예이츠 연구에 있어서 극작가로서 예이츠는 주로 아일랜드극 국민운동의 지도자 또는 베케트와 핀터 등에 지대한 영향을 끼친 "유럽" 모더니즘 계열의 극작가로 연구 및 이해되어왔다. 하지만 그 결과 근대 아일랜드 회곡사의 전통 안에서 극작가로서 예이츠의 위치라는 문제는 경시되거나 아일랜드 회곡사의 여백에 기입되는데 그쳐왔다. 본 연구는 현대 아일랜드 회곡사의 중심에 서있는 브라이언 프리엘과 예이츠의 극형식과 주제의 두 축에서 연관 지음으로써 예이츠를 그 전통의 내부로 다시 포섭하려는 2부작 연구의 두 번째이다.

셰이머스 히니가 그의 산문에서 밝히듯이 그의 시작(詩作)에 있어서 가장 큰 벽은 W.B.예이츠라는 아일랜드 시인이었다. 대부분의 시인이 그러하듯이 히니가 그의 창작을 시작할 무렵에도 아일랜드는 예이츠라는 작가에 의해서 표현, 대변되었다. 예이츠는 아일랜드의 신화, 전설, 정치, 자연경관 등의 소재를 망라하여 작품 활동을 하였고 거장 시인으로 인정되었다. 정치적, 종교적 배경은 예이츠와 달랐지만 아일랜드를 인식하고 표현하는 데 있어서 히니가 시인으로서 가지는 부담은 심상한 것이 아니었다. 그러나히니는 북아일랜드를 소재로 하는 그의 작품에서 예이츠의 시적 과정과 표현 방식에서 이탈하려고 하였고, 그것은 북아일랜드의 대지에 그의 시선을 집중하는 것이었다. 과연 그의 작품은 초기 시에서부터 북아일랜드의 데리 농장의 유년기 체험을 소재로 하였다. 정치적인 소재를 표현하는 데 있어서도 히니는 예이츠의 보수적인 성향에서 벗어나 북아일랜드의 정치적 상황을 북아일랜드의 시골정경과 혼효시켜서 낮은 어조로 아우르는 자세로 접근하였고 이는 대부분이 자신의 독자적인 시 세계를 구축하는 결과를 낳았다.

예이츠는 『부활』에서 시대에 필요한 새로운 신화를 창조하려고 성서의 예수 그리스도 부활에 대해 히브리인과 그리스인과 시리아인들의 상반적인 논쟁을 역설적으로 통합 한다. 예이츠는 예수 그리스도의 죽음과 부활, 디오니소스의 죽음과 부활은 새로운 신화인 트로이가 부활되어야 한다고 필요성을 강조하고 있다. 『부활』에서 예이츠는 갈등과 상반은 항상 변화하기에 상관적이고 상대적이며 결국은 하나로 화합된다고 역설하고 있다.

This study investigated the effects of types of post-reading instructional scaffolds on university-level English as a foreign language (EFL) learners’ WebQuest writing performance. One hundred twenty students, randomly selected from 8 EFL classes at a Korean university, were randomly assigned to one of three treatment conditions: (a) online Instructional Conversation (IC), (b) online recitation, or (c) no post-reading instructional scaffold (i.e., control). After reading WebQuest texts, the online IC and online recitation groups received their treatments, using an Internet-based synchronous textual communication tool as a medium for communication. The control group, on the other hand, did not receive any post-reading instructional scaffold and continued to read the WebQuest texts for the same amount of time that the IC and recitation groups received their treatments. Results showed that the online IC group outperformed one or both of the other two groups in overall WebQuest writing performance and in the specific areas of overall writing quality and content. Implications are discussed in both theoretical and practical terms.

The skill of argumentation is problematic for EFL students who are linguistically and rhetorically deficient in expressing academically appropriate forms in English. In fact, many EFL students struggle to write highly elaborate arguments. In this study, we investigated whether EFL students’ skills for argumentation improved after receiving peer feedback. We also investigated which elements of argumentation were related to the quality of argumentative writing. To this end, we used the Toulmin model of argumentation. We collected 34 EFL students’ first drafts and revisions as well as reviewers’ written feedback, and analyzed their drafts and revisions with a range of quantitative and qualitative approaches. We found that peer feedback had a positive effect upon overall writing quality. Peer feedback made meaningful contributions to the development of students’ argumentative strategies they employ. It seems apparent that peer response prompted the students to reflect on whether the logic of their argumentation made sense to the readers.

Lee, Hyemin. 2014. Drama of Resistance, Resistance of Drama: Linguistic Practices, Discourses, and Identities in a South Korean Political Podcast Naneun Ggomsuda. The Sociolinguistic Journal of Korea 22(2), 111-134. This paper attempts to demonstrate how speakers' identities are shaped, negotiated, and performed through linguistic practices in a South Korean political podcast called, Naneun Ggomsuda. Focusing on the linkage between linguistic practices and identity performances, I employ two meaningful metaphors embedded in Naneun Ggomsuda, ‘resistant’ and ‘theatrical,’ and explore intersections among these metaphors and linguistic practices, discursive features, and speakers' identities. Within the resistant and theatrical fields of discourse, speakers actively apply speaking strategies to achieve their goals, which include their identity making process strongly interconnected to their resistant and theatrical linguistic practices. Two kinds of identities, resistant identity and theatrical identity, are the focus, and these identities are not only shaped and performed through speakers' linguistic interactions, but also collided and negotiated by both speakers and audiences in and out of the talk show. While many previous studies have focused on Naneun Ggomsuda as an ‘alternative media,’ this paper reveals that Naneun Ggomsuda can actually be a fruitful venue for the academic investigation of linguistic practices and identity making processes. (171)

Utterly in Their Collocation Patterns and Stand-Alone Use. The Sociolinguistic Journal of Korea 22(2), 91-110. This paper analyzes the maximizers absolutely and utterly in discourse, focusing especially on their collocation patterns and stand-alone use. I have elucidated the connection between their combinations in their dependent use and stand-alone use. This study connects the manners of stand-alone use of absolutely and utterly to their collocation patterns in dependent use. Absolutely strongly tends to collocate with positive lexical items, and frequently with an affirmative token, thus absolutely appears in stand-alone use, often as a response token, whereas utterly never occurs in independent use. The stand-alone form tends to be a better fit for interactive pragmatic roles, such as turn initiation, which is used to respond to a prior speaker, absolute acknowledgment, agreement, pre-closing signal, solidarity, and the floor-holding and bridging devices. The larger relevance of this study is to understand the impact of language use, and analyze these words' collocations and stand-alone use. (169)

Lee, Mijin Josephine Mijin. 2014. Metaphor use in TED Talks: Implications for EFL. The Sociolinguistic Journal of Korea 22(2), 65-90. This study examines the use of metaphor in TED talks with respect to its density, distribution, and functions. Adopting a cognitively-informed discourse framework of metaphor studies, the present paper quantifies and explicates the extent to which metaphors are mapped across the different disciplines of Art/Humanities, Natural Sciences, Social Sciences, and Technology. Also analyzed is the distribution of metaphor across word classes as well as the discursive functions that they work to achieve. The findings indicate that TED Talks are dense with metaphoric lexical units regardless of the type of scholarly discipline. When considering the distribution across word classes, however, diverging patterns in the metaphoric use of nouns, verbs, adjectives, prepositions, and determiners create a dividing line among certain disciplines as in Humanities/Art and Technology. The functions of these metaphors are also described in terms of representational, interpersonal, and textual use. Potential implications for EFL teaching as derived from the analysis are discussed at the end. (155)

나이지리아 영해는 유조선을 포함한 해상교통량의 증대로 해적활동의 주요 근거지가 되고 있다 이러한 . 해상 불법행위는 해적행위를 근절시키겠다는 나이지리아 정부의 의지가 부족할뿐만 아니라 보안요원, 정치인, 석유회사 및 정부간 결탁된 부패의 결과 근절되지 않고 계속되고 있다. 따라서 이 논문에서 는 나이지리아 영해에서의 해적행위 대응을 위하여 항만국 통제의 활용을 제시하고 있다. 이러한 방법은 범세계적 법제와 더불어 국내적 법제의 효과적인 활용을 통해 강화되어야 할 것이다. 이 연구에서는 해적대응을 위한 일반적인 원인과 도전에 대해 검토하고, 더불어 해적대응을 위한 다양한 방안을 도출하기 위하여 여타 국가의 사례를 검토한다. 특히 이 연구에서는 나이지리아의 현행 법제를 통한 해적대응이 효율적이지 못하기 때문에 영해 내에서의 항만을 기반으로 한 항만국 통제의 활용을 제안하고 있다. 왜냐하면 항만은 국제적 지역적 그리고 국내적 , 법제를 시행함에 있어서 제반 해사분야의 활동을 통제하는 최적의 장소로서 나이지리아에서의 해적행위를 효율적으로 통제할 수 있을 것이기 때문이다. 더욱이 이러한 항만국 통제 제도는 기준미달 선박을 찾아내어 출항통제를 하고, 국제적·지역적·국내적 법규의 위반을 방지함은 물론 선박소유자들이 취하고 있는 해적행위 방지를 위한 제반 보안조치를 강화시켜 주기도 한다.

This study investigated the relative contributions of linguistic knowledge and strategy use to L2 listening success, especially in bottom-up and top-down dominant listening tasks. Participants (n = 130) were Korean college students in a required listening course. The tested variables for linguistic knowledge were sentence processing speed, grammar, receptive vocabulary, and productive vocabulary. Listening strategy use was measured with a metacognitive awareness listening questionnaire. We hypothesized that linguistic knowledge will make greater contributions to Bottom-Up-Listening-Comprehension (BULC) than to Top-Down-Listening Comprehension (TDLC), and different aspects of strategies will be accessed in each comprehension type due to different psycholinguistic features of the tasks. A series of stepwise multiple regressions were conducted and confirmed our prediction. The unique variance explained by linguistic knowledge was 27.8% in BULC, but 22.4% in TDLC. Strategy items that address problem solving and mental translation were significantly related to BULC, while items dealing with directed attention and person knowledge had significant explanatory power for TDLC.

A study was conducted to investigate the levels of representation in memory constructed as an outcome of L2 reading comprehension, and the effects of L2 proficiency, prior knowledge, and L1 reading skills on the construction of the representation. A total number of 128 Korean EFL learners participated in the study. Their L2 reading comprehension was tested through verification measure and comprehension questions designed to assess different levels of understanding including the sentence-level, textbase understanding and the situation model, or the deeper level of understanding of what the text is about. Results showed that the representation the L2 readers constructed was characterized as consisting of rather loose textbase understanding and relatively weak, but varying degrees of, situational understanding. Only L2 proficiency, among the three factors, appeared to have a significant effect on the levels of understanding in the representation the L2 readers constructed.

This study analyze the effects of cooperative activities between SME’s(Small and Medium Company’s). To research the empirical analysis, we divide type of cooperation into four dimensions such as technical cooperation, human resource cooperation, sales cooperation and finance cooperation. We examine the role of cooperation philosophy as precedence factor. In addition, this study analyze the relationship between cooperation philosophy, cooperation activities and performance. The finding of this study can be summarized as follows, First, the result of path analysis between cooperation philosophy and cooperation activities is that cooperation philosophy have significant effect on technical cooperation, human resource cooperation, sales cooperation and finance cooperation. Second, the result of relationship between cooperation activities and performance, technical cooperation, human resource cooperation, sales cooperation have significant effects on cooperation performance. In particular, the effect of haman resource cooperation is relatively high because cooperation through personnel exchanges is effective in the short-term performance. In addition, the implications of this study are presented as follows, First, this study analyze the empirical test by using PSBP Model in terms of partnership. Until now, many researcher analyze the relationship between big and small company, but we try to verify the relationship between small business company. So, we can present a beneficial implications to explain importance of cooperation activities between SME’s. Second, there is the problem of technical information disclosure issue when SME’s business unit have a partnership. To overcome this problem, we use cooperation philosophy and it can be escape the negative views.

Most of metal cutting and processing companies are frequently used to mass-produce defectives by missing times to replace parts of CNC equipment. The reason is that the correct operation times of expensive CNC equipment can’t be calculated. In this paper, to solve these problems, we construct the intelligent production information system and analyze the expected effects.

The purpose of this study is to provide a quantitative evaluation index of object-oriented software development productivity for EJB 3.x. The lightweight container architecture is a newly-developed architecture in order to solve demerits that N-Tiers enterprise architecture has and to support merits therein. However, there have been insufficient studies on a performance evaluation of EJB 3.x on an identical platform. Since a quantitative analysis has been performed only with respect to a partial LoC(Line of Code) analysis, there have been insufficient objective evaluation indices and guidelines for a new specification released. Accordingly, there has been limited evaluation of software development productivity and on new innovations in a project. This study then intends to provide evaluation guidelines for an objective software development productivity comparison by development platform environment.

예이츠와 엘리엇은, 비록 동시대 작가들이지만, 다른 시인들로 간주된다. 그러나 우리는 문학적 차이를 간과해서는 안 된다. 엘리엇은 현대인과 사회를 현실적으로 다루고 있으며, 이것은 여러 학자들에 의해 많이 논의 되고 있다. 본 논문은 이점을 예이츠의 것과 비교하고자 한다. 왜냐하면 예이츠도 어떤 면에서는 엘리엇과 비슷하게 이 주제를 다루고 있기 때문이다. 두 작가의 인간관은 정신적 불모성, 불안, 맹목성, 공허함으로 특징지어진다.

The aim of the present study is to explore the relative contribution of working memory capacity to second language reading comprehension of Korean college students in comparison with L1 reading comprehension ability, L2 vocabulary knowledge, and L2 grammatical knowledge. Further, it attempts to examine whether the role played by working memory span differs depending on the proficiency levels of L2 learners. The study was conducted with 78 L2 learners of English who were classified into two different groups―a low-proficiency and a high-proficiency group—according to their English proficiency levels. The results of a step-wise multiple regression analysis revealed that working memory capacity made a significant contribution to L2 reading comprehension of advanced users of English above and beyond other variables; working memory capacity alone explained around 37.9% of the variance in L2 reading comprehension. However, for the low-proficiency group, vocabulary knowledge explained a larger variance in L2 reading comprehension. The findings from the study suggest that as L2 learners become more competent users of English, working memory span emerges as a more direct predictor of L2 reading comprehension.

This study critically examines the factors contributing to verbal participation and the achievement of desired learning outcomes in English medium instruction (EMI) classes in a Korean higher education institution. This case study uses mixed research methods including surveys, focus group interviews and peer observations of students and professors of selected EMI classes. This paper has highlighted several factors which influence active verbal participation and the achievement of desired learning outcomes in EMI classes. The research provides a rich understanding of how differences in teaching styles and learning activities significantly affect levels of verbal participation in EMI classes. The findings suggest that in order to achieve desired EMI learning outcomes, it is necessary to examine all of the interconnected elements within the education system, including students, professors, the teaching context, as well as the institutional systems at national and international levels. This research has raised a number of challenges and criticisms concerning EMI courses including the effectiveness of learning of subject content via a foreign language.

In second language writing, while much research has focused on teachers’ act of feedback per se, scant attention has been paid to how they attempt to bring innovation to their feedback practices and how they cope with the contextual challenges arising from the innovation. This study seeks to explore two teachers’ perspectives on their own attempts at innovative feedback approaches in their writing classrooms. Drawing on data gathered from individual teacher interviews and their personal reflections, the results of the study show that their engagement in feedback innovation served as a significant source of their continuing professional development. While they encountered some challenges during the innovation, they also exercised their professional agency to address these challenges and reaped benefits from their innovative attempts. The paper concludes with some implications for feedback innovation in EFL contexts and how teachers can be supported in their continuing efforts to develop effective feedback approaches in writing.

This study investigates how EFL learner error patterns and frequencies differ in writing depending on students' language proficiency levels. A total of 152 Korean EFL students' essays were examined. The writing samples were first scored holistically on an impressionistic basis; then, based on the scores, the samples were grouped into low- and high-proficiency groups. The study identified 13 errors based on prevalence and significance. The study calculated the frequency of each error type committed by each group and compared the results using t-tests. A survey of English teachers was also conducted (N=32) to rate the gravity of each error and to compare the error gravity produced by each group. The result showed that low-proficiency group produced errors much more frequently, and the errors were more serious ones with high error gravity. The errors committed by the high-proficiency group were usually complex ones and occurred in more complicated contexts. The study also found that the errors with less gravity occurred more frequently in both groups and that they tended to be more persistent. The study indicated that although the students were aware of significance of errors, correcting the errors was beyond their current English capability.

This study investigated whether role assignment and proficiency difference in pair work affect low level learners’ production and task performance in English. A total of 16 Korean EFL high school students, in dyads of same or different proficiency levels, performed two information gap tasks, one in free interaction and one with role assignment. Their pair interaction was analyzed according to task completion,words, C-units, and interactional modifications. The results showed overall that assigning a dominant role to learners resulted in an increase in their production of words and C-units as well as task completion. The increase was particularly strong among learners who showed passive participation in free interaction. While the influence of role assignment did not differ greatly in homogeneous and heterogeneous pairings, low homogeneous pairs exhibited difficulty in performing tasks. These results suggest that it is possible to facilitate low level learners’ pair interaction by assigning leading roles and pairing them with higher level learners.