This paper explores a college EFL course designed to practice reading for pleasure during the pandemic. Sixty EFL college learners in a required English course read Mark Haddon’s (2004) [The Curious Incident of the Dog in the Night-time] within the structure of a regular reading and writing focused academic English course. Reading for pleasure is often considered unfit for inclusion in regular curriculum. Nevertheless, for digital natives, the act of pleasurable reading especially in L2, should be actively implemented into classroom activities. This study follows a case study which practices reading for pleasure by utilizing weekly quizzes, discussion questions and response paper. Students’ feedback was collected and analyzed in order to share students’ experiences in completing the tasks. The feedback shows how weekly quizzes and class discussions have encouraged them to continue reading the text, influenced their attitude on reading English books and how they were able to empathize with the characters. This paper invokes the need to include reading young adult literature into general English courses for college learners to make them lifelong readers of L2.

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.

Yeats and Stein are both modernists. The one lived in Dublin; the other lived in Paris. Both revolutionized poetry and novel in their own way. Yeats’s poetry displays the highest degree of form that gives sense of time and space; he relies on tradition to achieve it, whereas Stein invents a totally new way of writing in order to make new sense in prose. This paper attempts to show how to read Yeats’s Meditations in Time of Civil War and Stein’s Tender Buttons. We see Yeats’s poems in it as well woven embroidery in spatial and temporal terms. The more you pay attention to form in his poetry, the more marvelous, sensuous feel of the poems’ texture you have. In the meantime, in different ways than Yeats, Stein’s prose flows like time smoothly, perfectly, like music; if you take time to think, the making of sense is broken; if you just let yourself feel the sensation that the flowing of words and sentences guide you, sense makes sense makes sense, in Stein’s idiom.

실상 우리는 과거, 현재, 미래라는 세 종류의 시간 속에 익숙한 채 살 아가지만 엘리엇이 『네 사중주』를 통하여 정의한 시간은 우리의 그것과 는 대조를 보인다. 그 차이는 엘리엇이 신학적 관점에서 시간에 접근하 기 때문이다. 그래서 엘리엇의 경우 과거, 현재, 미래 모두가 순간의 연속이라 할 수 있다. 그러므로 이 연구에서 집중한 과거 역시 현재와 밀 접한 관련이 있다. 그래서 엘리엇은 현재의 시각에서 과거를 재조명할 필요성을 역설한다고 볼 수 있다. 엘리엇은 자신이 네 장소에서의 체험을 현재의 시각에서 재조명되기를 소망하면서 이를 보는 시각 역시‘초 탈’을 강조한다. 즉, 자기 자신과 타인과 역사적 사건 등에 대하여 ‘초 탈’의 자세 유지를 우리에게 요구한다.