• 비교문화연구
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• 제32권
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• pp.5-28
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• 2013

In this paper, a style-based approach to translating literary texts is introduced and used. The aim of the study is to work out a stylistic approach to translating literary texts from Arabic into English. The approach proposed in the current study is a combination of four major stylistic approaches, namely linguistic stylistics, literary stylistics, affective stylistics and cognitive stylistics. It has been shown from data analysis that by adopting a style-based approach that can draw from the four stylistic approaches, translators, as special text readers, can easily derive a better understanding and appreciation of texts, in particular literary texts. Further, it has been shown that stylistics as an approach is objective in terms of drawing evidence from the text to support the argument for the important stylistic features and their functions. However, it loses some of its objectivity and becomes dependent and subjective.

• 영어어문교육
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• 제7권1호
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• 문화기술의 융합
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• 제7권2호
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• pp.427-436
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• 2021

본 연구의 목적은 문학 텍스트를 학습한 머신 러닝 언어 모델을 구현하는데 있다. 문학 텍스트는 일상 대화문처럼 질문에 대한 답변이 분명하게 구분되지 않을 때가 많고 대명사와 비유적 표현, 지문, 독백 등으로 다양하게 구성되어 있다는 특징이 있다. 이런 점들이 알고리즘의 학습을 용이하지 않게 하여 문학 텍스트를 활용하는 기계 학습의 필요성을 저해시킨다. 문학 텍스트를 학습한 알고리즘이 일반 문장을 학습한 알고리즘에 비해 좀 더 인간 친화적인 상호작용을 보일 가능성이 높다. 본 논문은 '문학 텍스트를 학습한 머신 러닝 언어 모델 구현'에 관한 연구로서, 대화형 기계 학습에 문학 텍스트를 활용하는 연구에서 필수적으로 선행되어야 할 세 가지 텍스트 보정 작업을 제안한다: 대명사 처리, 대화쌍 늘리기, 데이터 증폭 등에 대한 내용으로 기계 학습이 용이하고 그 효과도 높다고 판단됩니다. 인공지능을 위한 학습용 데이터는 그 의미가 명료해야 기계 학습이 용이하고 그 효과도 높게 나타난다. 문학과 같은 특수한 장르의 텍스트를 자연어 처리 연구에 도입하는 것은 새로운 언어 학습 방식의 제안과 함께 머신 러닝의 학습 영역도 확장시켜 줄 것이다.

• 영어영문학
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• 제55권1호
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• 고전문학과교육
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• 제39호
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• pp.5-39
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• 2018

이 연구는 문학교육과의 관계 속에서 문학치료의 특성을 확인하고 그 정체성을 분명히 하고자 하는 목적을 갖는다. 문학치료는 문학을 가르치지 않는다. 합의된 해석이나 작품의 창작 배경, 갈래적 특성 등에 대한 지식을 전달하지 않는다. 문학치료에서는 참여자가 문학 텍스트를 자기 생각과 감정에 충실하게 감상하고 표현하도록 독려한다. 텍스트에 대한 참여자의 반응, 즉 정서와 해석은 참여자의 내면을 반영하고 있는 것으로서 모두 존중된다. 문학치료는 텍스트 내에 의미가 존재하는 것이 아니라 독자에 의해 생산된다고 보았던 독자반응비평의 관점에 충실하다. 독자가 생산한 의미를 독자의 자기탐색을 위한 매개로 활용하는 것이다. 문학치료에서는 문학 텍스트보다는 그 텍스트를 읽는 사람에게 초점을 맞춘다. 그래서 문학치료는 문학 텍스트의 이해보다는 문학을 통한 독자의 자기이해를 도모하는 방향으로 진행되게 된다. 문학치료에서 문학은 그것을 읽고 반응하는 자기를 보게 함으로써 참여자의 자기에 대한 앎을 증진시켜 자기의 확장을 가능하게 하는 성장의 매체이다. 문학치료에서 문학 텍스트에 대한 수용자의 반응에 대한 허용의 폭은 문학교육의 그것보다 크며 문학치료의 과정은 문학교육의 그것보다 특수하고 개별적인 특성을 가진다. 문학을 통한 개인의 성장을 지향한다는 점에서 문학교육과 문학치료는 상호보완적 관계에 있으며 문학 텍스트를 읽고 쓰며 이해할 수 있는 기본적 능력을 갖추기 위한 문학교육이 바탕이 될 때 문학치료는 더욱 활성화될 수 있을 것이다.

• 영어영문학
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• 제56권4호
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• pp.575-596
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• 2010

The modes of narratives and communication have expanded due to social and cultural changes and technological development. Thus texts have become multimodal and media hybridities and media crossover have been increasing as well. Multimodality requires new literacy to understand and interpret those multimodal texts other than existing traditional literacy approaches. The New London Group (2000) argues that multiliteracies are needed to serve today's changing multimodal texts. Kress (2003) also argues, visual texts have been prevailing, being mingled with other modes of texts such as linguistic, audio, gestural, and spatial modes. Literary texts are not exception in this trend of multimodality. The recent renaissance of comics, in particular, the new light on graphic novels can be interpreted in this historical vein. In comparison to comics, no consensus has been made in defining graphic novels, however, many studies have been recently conducted in order to look into the potential of graphic novels in building multiliteracies. In this paper, the graphic novel as a literary genre are explored from a histocial perspective and the definition of graphic novels was attempted to be made. In the light of multiliteracies, this paper presented cases that show how graphic novels can be utilized to build multiliteracies. Lastly, the use of graphic novels for English as a foreign language was introduced as well. The author hopes that at the age of multimodality, the potential graphic novels have in language and literacy education can be taken into account by language teachers and students in expanding their territory of literacy.

• 영어어문교육
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• 제15권4호
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• pp.365-382
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• 2009

This study aims to examine the reading materials of high school English textbooks to propose the integration of the literary texts into reading materials in the classroom for development of communicative competence. Five kinds of high school English textbooks were critically examined in terms of three factors -limited text types, deficit of emotional adjectives and non-authenticity- selected by the author as characteristics of non-communicative language teaching materials. With regard to text types, more than half of the reading materials were expository and simple narratives. This imbalance of text types led materials to the deficit of emotional vocabulary. These factors seem to be closely related to the issue of authenticity of reading materials. Compared to the authentic texts, fabricated texts are likely to make reading vapid and boring task. On the basis of these results, some pedagogical suggestions are made.

• 영어어문교육
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• 제16권4호
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• pp.223-238
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• 2010

This article analyzes and discusses M.M. Bakhtin's dialogics with the perspectives of what it emphasizes and how it makes the Russian Formalism and the Marxist literary theory together in his dialogics. This article considers conversion in the literary texts the central idea of dialogics, and it takes place through satire and parody. As Bakhtin stresses in his works, this article also examines the novel as the dominant genre in the nineteenth and twentieth centuries. Such satire and parody shows the ambivalence of the Russian Formalism and the Marxist literary theory. Bakhtin states that novel per se is very conversing. It has turned over the position that has been occupied by epics (poetry) and play for thousands years, and taken it over in the nineteenth century. Thus, novel is a literary genre in which a variety of conversing struggles occur throughout the texts, which makes it different from epics and play. Throughout such analyses and discussions, this paper considers Bakhtin's dialogics a complex of semantic, pragmatic, and semiotic elements.

• ETRI Journal
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• 제44권3호
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• pp.413-425
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• 2022

The study of literary texts is one of the earliest disciplines practiced around the globe. Poetry is artistic writing in which words are carefully chosen and arranged for their meaning, sound, and rhythm. Poetry usually has a broad and profound sense that makes it difficult to be interpreted even by humans. The essence of poetry is Rasa, which signifies mood or emotion. In this paper, we propose a poetry classification-based approach to automatically extract similar poems from a repository. Specifically, we perform a novel Rasa-based classification of Hindi poetry. For the task, we primarily used lexical features in a bag-of-words model trained using the support vector machine classifier. In the model, we employed Hindi WordNet, Latent Semantic Indexing, and Word2Vec-based neural word embedding. To extract the rich feature vectors, we prepared a repository containing 37 717 poems collected from various sources. We evaluated the performance of the system on a manually constructed dataset containing 945 Hindi poems. Experimental results demonstrated that the proposed model attained satisfactory performance.

• 비교문화연구
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• 제29권
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• pp.201-232
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• 2012

In the world history in the rein of totalitarianism cultural project of government had been activated, and consequently of it official culture had been organized. But at the same time on the other side of it people('narod'), who didn't have cultural means for active expression of own opinion on the reality, had expressed world-view and judgement informally in everyday language. In the literature of autocracy, subjected to censorship, had been expressed and fixed mythically idealized image of sovereign and his works. But in the folklore the image of ruler had been created by liberal fantasy of people. This article examined russian literature and folklore texts of 18 century, when russian people suffered from rapid and dramatic changes, caused by Peter I. Although russian literature of 18 century had gone over to the new literary regime, it still accepted political mechanism as dominant of age, and consequently in the literary texts of this century Peter I was represented as ideal person and great monarch. But various images in folklore texts show that people's opinion on ruler and his activities couldn't be controlled. In other worlds, diverse images of Peter I in folklore texts reflect clear and plain historical consciousness of people. This analysis reveals not only difference between mechanism of idealization of government and historical consciousness of people, but also meaning of cultural memory as indicator of historical reality.