Teaching Shakespeare to Korean Students Aspiring to be English Teacher

Seon Young Jang(장선영) 한국셰익스피어학회 2024 셰익스피어 비평 Vol.60 No.1

This study aimed to investigate how learning and teaching Shakespeare can be initiated in Korean public secondary schools by examining the class experience of teaching Shakespeare to Korean sophomores majoring in English Education. Despite Shakespeare’s widespread influence on Korean theatre and TV dramas, his works are not considered a crucial part of Korean English education. Not only is Shakespeare dwindling and being relegated to elective courses even within undergraduate English departments but also a prevailing bias exists among EFL teachers against teaching Shakespeare due to the language complexity and perceived antiquity of classical works. This research explored ways of integrating Shakespeare into Korean public schools by analyzing the class procedure designed for South Korean prospective English teachers in secondary schools and undergraduates in the Department of English Education. The class procedure consists of familiarizing students with the play’s storyline through Marcia Williams’ comic-strip versions and guiding them to practice comprehending Shakespeare’s original text with the abridged version, followed by their performances, film analysis, and online discussion. This study demonstrates that Shakespeare is adaptable and universal in EFL pedagogy, transcending students’ English proficiency and socioeconomic backgrounds, but also highlights its positive impact on their language acquisition and development of higher-order thinking skills. While scepticism about the feasibility of incorporating Shakespeare into Korea’s test-oriented English education system persists, this research provides evidence that, with well-designed instructional strategies, Shakespeare can resonate with students and aid in their holistic language development.

한국적 상황에서 본 셰익스피어와 영어교육

장선영 ( Seon Young Jang ) 한국현대영어영문학회 2010 현대영어영문학 Vol.54 No.4

This paper tries rethinking of Shakespeare class in Korean situation where practical English spree is being rampant. There were diverse writings on Shakespeare education in American-English academic circle as in the papers of Shakespeare Quarterly under the special issue, ``Teaching Shakespeare``. These articles centered on performance and film, turning away from Shakespeare text and authorship, has much influenced on Korean academy as an alternative to promote students`` practical English or actualize Shakespeare class in various ways. But there was not much effort which deals with Shakespeare class in Korea`s specific situation, especially in relation to the language barrier that non-native English learners(Koreans) carry, differently from English-American students that most of papers in Quarterly target at. Considering these conditions, to help Korean students be familar with Shakespeare English text and expand their thought through performance and film, demands much time. In English department, so that English proficiency and Shakespeare works can be connected more effectively, the number of taking Shakespeare class needs to be extended, not just one time, but to two or three times-first text and second performance/film, or first text, second performance, and third film. Differently from general expectation, reading English literature, Shakespeare, can be more ``practical`` approach to English rather than English considered as ``practical English`` that could be ``non-practical`` English.

현행 영어교육과 영문학 : 코로나 이후 온라인 토론 영미시 수업

장선영(Seon Young Jang) 한국영미문학교육학회 2020 영미문학교육 Vol.24 No.3

This essay first raises a question about the difference between the Korea Institute for Curriculum and Evaluation’s official plan-Subject Pedagogy (25~35%) and Subject Contents (75~65%), and the reality of Teacher Appointment Exam in the distribution ratio of Pedagogy and Contents in English subject. Not only questioning the difference, it also disputes the validity of giving a large portion of the test to the area of English Education to the extent of 47.5% (2016-17), among English Education, Linguistics, Literature, and General English. Second, commenting on the domain of English Literature which constitutes the lowest percentage in Teacher Appointment Exam, it contends that the present situation of English education leans too much to the education for profit or economic growth. It points out that excessive concentration on the education for profit in teaching English could result in the lowering of English proficiency, especially students’ reading ability and its accompanying thinking ability. Therefore, this essay pronounces on the necessity of invigorating English literature in EFL learning process since English literature as coupling English language and the humanities is crucial in the development of critical thinking and human compassion, as well as English proficiency. As a case study of English literature class for boosting students’ creativity and human compassion, it introduces English & American poetry class practiced with online discussion which was actualized due to the coronavirus pandemic. Lastly, this essay proposes the reform of English Teacher Appointment Exam such as making questions out of the selected must-read books so that teacher candidates could read English literature texts and collaborate in forming creative and interactive classroom environment with poems, novels, and dramas in the era of the fourth industrial revolution.

온라인 학습 환경에서 문제해결 단계별 스캐폴딩 유형의 효과 분석

장선영 ( Seon Young Jang ) 한국교육공학회 2014 교육공학연구 Vol.30 No.2

에른스트 칸토로비츠, 『리차드 II세』, 정치신학과 정신분석

장선영(Seon Young Jang) 한국셰익스피어학회 2016 셰익스피어 비평 Vol.52 No.3

This paper investigates first how the recent discourse of Ernst Kantorowicz’s The King’s Two Bodies is correlated with the recent discourse on political theology and its attention on sovereignty, unfolded with Carl Schmitt, Water Benjamin and Giorgio Agamben. Then, it examines how Kantorowicz’s sovereignty he traces through the interpretation of Shakespeare’s Richard II with the focus on Richard’s deposition is associated with the psychoanalytic interpretation of subjectivity of Sigmund Freud and Jacques Lacan. Thus, this paper bridges between the political theology and the psychoanalysis. It shows that the sovereignty Kantorowicz and Shakespeare represents through the fall of Richard resembles ‘the flesh’ or ‘the monstrous creature’ that Eric Santner terms in defining the psychoanalytic subject, and Freud’ and Lacan’s ‘libido’, ‘lamella’, ‘jouissance’ and ‘death-drive’. Besides, this paper argues that Kantorowicz’s sovereignty of Richard and the psychoanalytic subject is nearer to Lacan’s feminine subjectivity than to his masculine subjectivity. Withdrawing a little from the main interest in the dynamic between Richard and Bolingbroke both in the (new) historicist and the character criticism, it reexamines the female characters in this play, the duchess of Gloucester, the duchess of York and Queen Isabel. The female characters, generally silenced and remaining as minor characters, nevertheless, present the alternative political perspective toward the male-centered politics constituted by blood and family. In this aspect, the female characters function as providing the looking-awry view(gaze as Lacan’s term) contrasted with the traditional, conservative, linear, and centric view, to the front facade of Richard and Bolingbroke. Especially, Isabel who is conscious of this looking awry view and thus feels the ‘nameless woe’, not only embodies the feminine subjectivity but also presages Richard’s sovereignty as seen in his shattering of the mirror.

Woman and the Law in Measure for Measure

장선영 ( Seon Young Jang ) 한국영미문화학회 2005 영미문화 Vol.5 No.2

우리에게 "이웃"은 무엇을 의미하는가? -셰익스피어의 『템페스트』와 함께

장선영 ( Seon Young Jang ) 한국현대영어영문학회 2009 현대영어영문학 Vol.53 No.1

웹기반 프로젝트중심학습 환경에서 과제해결능력을 촉진시키는 스캐폴딩 설계모형 개발 연구

장선영 ( Seon Young Jang ),이명규 ( Myong Kyu Lee ) 한국교육공학회 2012 교육공학연구 Vol.28 No.2

발터 벤야민, 칼 슈미트, 『햄릿』-"주권"사상을 중심으로

장선영 ( Seon Young Jang ) 한국현대영어영문학회 2015 현대영어영문학 Vol.59 No.1

This paper interrogates how different Benjamin’s concept of sovereignty in The Origin of German Tragic Drama is from Schmitt’s one in Political Theology, under the assumption that their formation of sovereignty has developed from the interrelation with each other. Besides, it investigates Benjamin’s interpretation of Hamlet which he regards as belonging to the category of trauerspiel like German baroque drama, and Schmitt’s Hamlet or Hecuba in which Schmitt argues that Hamlet is the tragedy, not the trauerspiel. Thus, this paper makes an inquiry into how Benjamin and Schmitt’s evaluations of Hamlet as the trauerspiel and the tragedy are influenced by their different construction about the sovereignty. Benjamin, accentuating the sovereign’s undecidability, his creaturely status, and the melancholy, elucidates Hamlet’s characteristic as Trauerspiel as traced in the factors such as the ghost’ existence and Hamlet’s death. He also compliments Hamlet’s capacity to manifest the Christian sparks that German baroque drama cannot accomplish. On the other hand, Schmitt, elaborating the source of the tragic in Hamlet as found in ‘the Taboo of the Queen’ and ‘the Hamletization of the Avenger’, argues that these genuine intrusions, exceptional to the representation of historical facts in the art, elevates the play of Hamlet to the tragedy. Schmitt’s reasoning of Hamlet’s elevation to the tragedy has in common with his logic of the sovereignty when he states that the sovereign is the one that decides on the state of exception.(Kongju National University)

영어교육에서 왜 영문학이 절실한가? -단편소설 강의의 사례와 함께

장선영 ( Seon Young Jang ) 한국현대영어영문학회 2012 현대영어영문학 Vol.56 No.1

This study starts from the suspicion about English education that only emphasizes English education`s practical side based on language`s communicative function and propagates the fantasy for the use of ``perfect`` English like native speakers. Instead, English education that is accentuated in this paper is the one that challenges and expands ``thinking`` in various directions founded on the belief that language is closely entangled with thought. Furthermore, it shows that in English education, while promoting thinking process that accumulates the information, and instigates and expresses the thought, we need to educate the ethical and humanistic values through teaching English. It shows that we cannot think of English education in a simple and easy way if we take English as the language that invigorates thinking beyond linguistic knowledge and education as reexamining the ethical and humanistic values and developing the creativity. This paper investigates how English literature is helpful for the English education related with the ethical and humanistic value formation by tracing three short stories, James Joyce`s "Araby," Virginia Woolf`s "The Legacy," and Sherwood Anderson`s "Mother" and "Hands" in Winesburg Ohio.