이니스프리의 호도 는 예이츠의 초기시로서 그의 대표작 중 하나이다. 12행으로 구성된 단시임에도 불구하고 이 시는 여러 가지 특징이 동시에 혼재하고 있으며 또한 이 사실이 그 매력이라고 할 수 있다. 먼저 이 시는 특유한 음의 통일성을 지니고 있다. 바로 그 음의 통일성으로 인해 동요로 감상할 수 있을 것이다. 이는 예이츠가 이 시를 창작하면서 멜로디를 심중에 유념했음을 알 수 있다. 게다가 이 시는 일관된 전원적 이미지들과 함께 시각, 청각 등의 감각적 이미지 그리고 다양한 색채이미지들로 구성되어 있다. 단시이지만 이니스프리의 호도 가 지닌 의미 또한 여느 시 못지않다. 즉, 시적 화자의 개인적 이상향의 추구임과 동시에 20세기 물질만능주의에 서의 탈피라는 좀 더 광의적 의미로 해석된다.

The present study investigates the effects of teaching activity-based integrative reading and writing on the amelioration of written language in the elementary school classroom. This study was conducted during the first semester in 2003. The subjects were 160, 6th year elementary school students. They were divided into two groups, control and experimental. Both the control group and the experimental group were composed of 80 students each. Each group was divided into three levels: high, intermediate, and low, on the basis of a diagnostic evaluation. All the subjects of the experimental group were integratively taught reading and writing of the English alphabet, words, phrases, sentences, and context, according to their level. All the subjects of the control group were discretely taught reading and writing according to their curriculum and level. They were also given a questionnaire of affective and psychomotor domains. Statistical analyses were performed to determine: (a) the difference of the control and experimental groups, (b) the difference between the control and experimental groups, (c) the difference of their level (high, intermediate, and low) of the control and experimental groups on reading and writing in the pre- and post- achievement tests, and (d) the difference of the level of the control and experimental groups on the affective and psychomotor domains such as interest, self-confidence, understanding, participation, and motivation of reading and writing in the pre- and post- achievement tests. The results of this study reveal that significantly higher scores on the written language were obtained in the experimental group. The difference between the control group and the experimental group was not significant at the beginning of the term. However, the difference was significant at the end of the term. It was also found that in the experimental group, interest was improved at the intermediate level. Self-confidence and understanding were improved at the intermediate and low levels, and participation was improved at the low level. It is recommended that researchers and teachers develop integrative materials of reading and writing more widely according to the level.