• English Language & Literature Teaching
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• no.3
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• pp.231-248
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• 1997

With the trend of globalization more people are absorbing in the English learning programs. Not a few attend even the English-Korean translation training course to be semi-professional translators, but we English teachers have already experienced that it is not so easy to translate any language into another, and that it is far more difficult to translate poetry. Much time has been devoted to investigating the problems of translating poetry than any other mode. Poetry translation theory is concerned with the problem of faithfulness to the original poetry. To be a good translator we must fully understand the sound and sense of the original work. But when in translating English poetry into Korean we feel keenly our limits of understanding the sound and style of English poetry, and of expressing them into Korean. Even our sense-oriented translation is far from satisfactory. We often make quite a few mistranslation. Another immediate problem is that of alternation between word-for-word translation and free translation method, but first of all, we should have a perfect knowledge and understanding in English, and a good command of our mother tongue. We should also have a sound interpretation ability because poetry translation is based on the interpretation of the original, and on the shaping of that interpretation. Some doubts have been raised over the feasibility of poetry translation. They say it is not possible to combine in another language the emotion, the form, the style, the musical devices of English poetry. Yet the art of translation has been practiced everywhere in the world. Through this art we can share our experience and culture with foreigners and theirs with us.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.339-356
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• 2011

This study explored pre-service English teachers' participation in the development of a rubric and examined evaluation of their own English poetry. The current study would investigate: 1) the pre-service English teachers' perception as a rubric developer and self-evaluator, 2) the number of analytic area that the participants included in their rubrics and the scoring scheme that they designed in their rubrics, and 3) the inter-rater differences between self-assessemnt and expert-assessment across analytic areas. Twenty-four EFL learners participated in the current study. The researchers analyzed the learners' own English poetry, their field notes which contained the process of their writing, their rubrics, scores of self-assessment, and expert raters' scores. The results revealed that learners showed positive responses on learner-directed assessment, that 'content' is the most important area, and that inter-rater difference is small across all analytic areas.

• Cross-Cultural Studies
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• v.45
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• pp.55-83
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• 2016

To provide a set of data with which instructors may boost the sagging demand for Anglo-American poetry classes, this thesis classifies the kinds of difficulties the students face in reading English poems. Asses to the classification is an analysis on the causes of the difficulties at different levels of the reading process, from the linguistic to the cultural. Arnoldian insight argues that poetry is the best of all forms of writing. Without an ample exposure to poetry, average English majors would barely sharpen the skills that they use to deal with other kinds of writing. To help ease the continuing need for a workable teaching model in English poetry reading classes, this thesis suggests focusing on the kinds of wrong translations produced by the students. According to the theory of cultural translation, any translation, even the wrong kind, is already a product of a very complicated process of interpretation that involves many cultural factors. With the analysis of these factors discovered in Korean college English reading classes, this thesis tries to explain the mechanisms through which wrong translations are produced, since these inevitably lead to wrong interpretations of given poetic texts.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.403-413
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• 2021

This paper emphasizes the effect of using poetry in the University General English education and suggests the teaching method of English education with a Frost's poem, "Out, Out- ." These days, learner-centered English education and integrative study of four linguistic functions, reading, listening, speaking and writing are considered important in the University General English class. Poetry is very effective text for the education purposes. Poetry techniques like a visual image, rhythm, rhyme, or repetition are actually mnemonics and strongly connected to the enhancement of memory and oral linguistic function. This paper suggests the specific education methods in the poetry selection, pre-reading step, reading step and after- reading step with concrete examples of "Out, Out-." These education methods through the 'oral text' can be a good and sustainable model for learner-centered education.

• English Language & Literature Teaching
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• no.4
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• pp.229-247
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• 1998

Keats is a poet who was in pursuit of 'the beautiful'. He tried to show various structures in his poetry to search for 'eternal pleasure'. These are explained in terms of 'metamorphosis', 'travel structure' and 'metamorphosis patterns', but put together, these can be expressed as simple terms of a dramatic structure. Especially We can assume this dramatic structure is the key to access his poetry on the basis of the fact that Keats always admired the world of drama and respected Shakespeare most. We can see Keats' dramatic structure in his poetry Ode to a Nightingale, Ode on a Grecian Urn. To Autumn and so on, and in these three poems, he was very successful in achieving unique poetic expression by inducing tension structure' through the dramatic structure of Introduction - development - crisis - climax - ending. In conclusion, his poetry achieved success in that he made clear his central theme, the pursuit of a beautiful and happy life through the application of a dramatic structure.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.253-268
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• 2010

Robert Lowell is one of the major poets in the modern American poetic world. His major work, Life Studies, is a representative of confessional poetry. It presented American spiritual civilization and universality for life from the late 1950s to 1960s. It dealt with the subject of the poet's private life under the psychological pressure. Lowell described his distinctive vision of the relationship of painful world and suffering self in his poetry. An important feature of his confessional poems was the criticism on modern civilization by means of characterization. Life Studies was written as a kind of therapy to overcome his early trauma, as well as the social problems of contemporary Americans which Lowell was confronted with. Through his personal experiences, Lowell exposed and judged the collapse of traditional value and moral confusion in the society. Therefore, he is a poet who opened his own world of poetry with his poetic achievements.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.437-444
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• 2015

In this age of digital technology, we often experience overwhelming and inescapable feelings of weakness, vulnerability, loneliness and fear that propel us into a state of gloom or frustration. Poetry can also serve as a therapeutic medium for overcoming them because it provides unique opportunities for self-discovery and is a catalyst for healing and self-integration. This study examines the healing properties in English poetry. First, Poetry has expressed innermost feelings, which can serve as a catharsis the emotional release. Therefore it can nurture and strengthen the human capacity. Poetic language heals our soul and mind. Rhythm which comes in many forms and poetic form also are important components of the therapeutic value of poetry. So we can say English poetry can be used as a therapeutic means for healing and personal growth.

• Journal of English Language & Literature
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• v.55 no.2
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• pp.315-335
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• 2009

Controversies over W. H. Auden's "political" poetry remind us of an old but perhaps never easily resolved problem about the relationship between poetry (literature) and politics. Auden has arguably been referred to as a "leftist" or "Marxist" because of his political viewpoint registered in "Spain" or "September 1, 1939," which embodies his contemporaries' loss and fear, brought by the socio-political turmoil, economic depression, and moral conflicts of the 1930s. Interestingly, however, Auden is known to have an ambivalent position toward the political reality. He once disavowed the above "political" poems as "dishonest" in the preface of the 1966 edition of Collected Poems and declared, "poetry makes nothing happen" in "In Memory of W. B. Yeats," which seemingly acknowledges the political incapacity of poetry. Auden's position and poetry should be understood as the result of complicated interactions between his perspectives on society, human beings, and poetics. Auden definitely believed in the role of poetry in such a politically demanding time, yet was not concerned with the anticipation of certain immediate changes effected by poetry in real situations. Instead, he sought the intellectual and moral effects that poetry could give his readers to help them survive the dismal circumstances of the 1930s. This is what distinguished Auden's poetry from political propaganda. In doing so, Auden's poetry captures the zeitgeist of his generation and has privileged him as the leading voice of his time, but it has also encouraged the following generations to confront different socio-political difficulties. This is something poetry can make happen politically, and the survival of Auden's "memorable speech" proves the legitimacy of his frequently misunderstood poetics.

• English & American cultural studies
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• v.14 no.2
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• pp.233-249
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• 2014

This essay addresses the missing conversation in Keats studies by showing how an enduring mystery of Romantic writing—the medium of poetic process and the physical conditions of enunciation—remains a central question in the Hyperion fragments. It is my argument that the tropes of material textuality prevalent in the Hyperions represent a bold cultural statement in which Keats reacts to the major premises underlying the Romantic culture's notion of poetry as abstraction: the Romantic notion of literary (re)production as a product of the activity of a mind. Keats's self-conscious, symbolic representation of the mechanics of poetry-making can be read as an investigation of the ways in which the Romantics were aware of and even eager to articulate the instabilities of their position on the relations between words and things. This essay does not focus exclusively on the physical embodiment of Keats's work as such, so much as the second-generation Romantic poet's contribution to the Romantics' self-conscious and critical understanding of the depiction, perception and ideologies of their poetry and its mediation.

• Journal of English Language & Literature
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• v.57 no.4
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• pp.675-693
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• 2011

In its restricted sense, 'sound poetry' refers to the poetic performance that rejects words and verbal meaning and instead foregrounds the aural materiality of poetry. Behind this seeking for materiality lies a quest for a 'language of presence,' which operates through a denial of signification toward an ideal of the Adamic tongue, a purely emotional and universal language. In the same light, it is argued that sound poetry is a unique and unrepeatable event devoid of meaning due to its directness to the body allowing no intervention of intellectual and semiotic process. But language may involve perceptual meaning as well as verbal or conceptual meaning ascribed to words. This implies that even though devoid of conceptual meaning by means of using grammatically non-articulated sounds, sound poetry cannot but have meaning whose articulation is differently, i.e., iconically made about the aural features of the sounds. Perceptual meaning is unavoidable because everything we are conscious of is a reduced form, a repeatable pattern that works as a sign. 'Language of presence' is then actually impossible, and therefore sound poetry should be seen rather as a fest of diverse perceptual meanings.