Foreign Language Education

This article explores the relation between visual and verbal representations of Virginia Woolf's The Waves (1931). Through the discourse of the Gaze, both the inner and outer forms of the novel are constructed as a painter-like vision, which can be seen as signs not only in Jacques Lacan's psychological terms, but also in Roland Barthes's semiotics. On the one hand, inward-gazes and inter-gazes of characters indicate the inner and the outer textual forms of the novel, providing a coherent structure of the verbal narrative. On the other hand, the interlude of the novel can be read as an expression of Formalist elements, combining artistic vision and design together, in order to show the essential spiritual reality which is known as "the state of mind". The representation of the essential being is in its artistic pure form. In a visual representation such as Duncan Grant's painting, Window, South of France (1928), the reader can see the way in which colours, shapes and lines also demonstrate the harmony of vision and design in Woolf's painting in words. Both verbal narrative form and the painting itself are ways to synthesise intellectual and emotional aspects of an artistic creation in the waves of humanity. I would like to thank Mr Mustafa Dağdelen for his generous help, to translate the abstract and keywords of this paper into Turkish.

Agnes Calder claims that Charles Dickens came back from America, 'heartily disillusioned' (Dickens 8). In this paper, through reading American Notes (1842), I see the image of spatial representation in the city of New York. On the surface, the city shows Dickens's eye of observation, revealing the dark side of the city. And yet, Dickens's writing expresses more than what he sees. Dickens's image of New York, I argue, is not only a 'realistic' account of what things look like, but a true realisation of how he feels about himself, and about the country in which he was situated in.

In this paper, the author read Henry James's The Awkward Age and Virginia Woolf's Mrs Dalloway's Party, in order to demonstrate the dialectical moment of London's age and ageless. The age of London is in the character of literary works, as Clarissa Dalloway comes to show the reader her feelings while walking on the London street. At the gate of St James Park, she has the dialectical moment of feeling "very young; at the same time unspeakably aged" . That is a moment which represents a particular sense of personal history, when the past comes into one's own living present.

The Wind Among the Reeds 454 ZHU Chen-shu, REN Xiao-fei London Poems and History 462 Exploration and Rethinking: Children-Voice Studies in China 549 KAN Wei A Survey of the Effect of Socioeconomics on the Evolution of Millinery Styles: A Case Study of the U.S. From 1900 Through the 1960s 561 Yang Hsiu-Ju, Chen I-Ping Julia Lovell as a Faithful Rewriter in Translating Chinese Literary Text: The Version of A Dictionary of Maqiao as a Case in Point  In the science fiction novel titled The Planet of the Apes (1963), Pierre Boulle tells a story about a completely reversed world where the apes dominate the humans. Coming from the normal world that is ours, a small group of people is totally embarrassed and confused by observing this strange world. On the planet of the apes that they have discovered, it is the apes that are more intelligent than the humans. On the earth, it was the other way around. That observation results in their perplexity. The two communities, human and simian, bear with one another the relationship that corresponds to what Lotman calls "enantiomorphic pairings". In this context, a series of questions deserves to be raised: Is a "common language" possible between the two communities in the enantiomorphic pairings? If the answer is yes, under what conditions could they succeed in opening up a space where they can have something in common? In rereading The Planet of the Apes with reference to Lotman's semiotics of culture, we

This research aims to answer this question: how can students learn, identify, and appreciate London poetry? In the process of teaching, can cultural exchange happen? Does it give birth to a new cultural identity through English teaching and learning, focusing on the skills of reading and writing? Through narrating the self, students can express themselves in writing, to identify their own life experiences in London poems in which they read in the class. Through literacy practices in the class, students can understand not only the meaning of the texts. Rather, they develop a sort of interest in British culture through reading London poetry. After identifying with narrating subjects in the poems, my students explore cultural differences between Turkish and British ones. Through comparing both cultures, my students synthesise these two, in order to develop a new cultural identity of their own.

In this article, the author wants to theorise the dialectical images of London as signs, by using an Impressionist way of reading the visual and the verbal representations. Through reading three poems of London: William Wordsworth's 'Composed Upon Westminster Bridge, September 3, 1802', Oscar Wilde's 'Impression du Matin', and Carol Ann Duffy's 'Woman Seated in the Underground, 1941', the author intends to show an awareness of the Impressionist narrative technique in terms of the spatial representations of the city. The impressions – in both visual and verbal terms, come to show the way in which London is a gendered space, synthesising masculine and feminine metaphors into a sequence of unique narrations. Each moment represents a personal, a specific, and a dramatic London, which is depicted in colours, shapes, lines and emotions.

In this article, the author reads three literary texts-Jane Austen's Pride and Prejudice, Harold Pinter's The Birthday Party, and Edith Wharton's The Age of Innocence, in order to theorise two aspects of realism in terms of visual and verbal representations. The first aspect of realism would be through physical events and movements. The second one is through the thinking process of a character. The essential point of using realism to read a text is not to see how real the description of a figure or an object is. Rather, as the author would argue, realism is to be understood as the way in which life is true to a character's condition.

In this research about the comparative studies of the Natural environment and the cities, the author intends to focus on different kinds of literary genres and texts through which the relation between the concept of Nature and different cities would be studied and examined. The author uses various perspectives of seeing different worksespecially visual arts and verbal arts-in terms of culture and humanity. By doing so, the author hopes to bring a better understanding towards the true meaning of these selected literary forms and texts. These literary genres and texts were selected and were aimed to observe the relation between Nature and culture, between Nature and the cities, and most importantly, between the animals and the human beings. It is significant to read the relations among the human beings and the natural environment and the animals, because in a way, the human beings would be able to find balance in which the human beings would even be able to find the true meaning of freedom and the true meaning of life through the inspiration of the things around them. In the similar fashion, when the human beings are aware of the conditions in which they are situated in, somehow, they are also able to express humanity through artistic forms and narratives, particularly visually and verbally. Works of painting and works of photography in literary forms-such as in the novels, the poems, the short stories and the dramatic plays-will be appreciated and will be analysed as aesthetic narratives.

Globalization has developed into an ideological discourse that drives change, because of the perceived immediacy and need to adapt to a new world order. It has a significant impact on the political, social, economic, cultural, and educational aspects. A visible transition has also been occurring in higher education. The world has grown extremely competitive because of the expending of globalization. Universities all over the world have to enhance their competitiveness through Englishization in higher education. Taiwan is experiencing educational reforms in higher education, in a way in which it is similar to other Asian nations, in order to maintain its competitiveness in the world. This article focuses on how globalization exacerbates competitiveness around the world, particularly in the educational sectors. The aim of this study is to review and to define how globalization is affecting higher education and in what way it has an impact on education policy in the context of Taiwan's higher education. The effects of globalization on global citizenship will also be examined, in order to give a full reflection.

The aim of this study is to have an analysis of the plot and the characters in the novel, Agnes Grey, in terms of the perspectives of education and culture. Anne Brontë's first novel focuses on the life of Agnes, who is a young governess living in the Victorian era. In the novel, the narrative shows a period of time in English literature, when industrialization has a significant impact on the aspects such as social life and education, in a way in which women experienced many kinds of struggles for holding on to their lives and reaching their dreams. Agnes Grey, the main character of the novel, came from a middle-class family. She lived to tell the adventures of starting her career as a governess, and the difficulties she experienced. It didn't take long for Agnes, who started her first experience with the Bloomfield family, to face the rich upper-class culture and see the difficulties in educating children from another social class. The Murray family, with whom she stayed for a longer time, was the place where Agnes gained expression that extended into the adulthood. Agnes' teaching shows not only a kind of class struggle, but also a balance between the dialectical poles of the ideal and the reality. Agnes returned, in her adulthood, to her family with her teaching experiences. By keeping a concept of love in her mind, Agnes would be able to have the sense of reality in which culture and education came to offer.