은유와 환유의 이해가 중등 영어학습에 미치는 효과

Abstract

The purpose of this study is to investigate the effectiveness of the application of conceptual metaphor/metonymy theory on Korean secondary EFL classes. For this purpose, the researcher introduced the students to the basic concepts of metaphor/metonymy. In this stage, the basic concepts were explained in Korean, that is because they are meant for understanding of metaphor/metonymy, not for the study of English language. The students were motivated by the novel idea of figurative expressions. They had not noticed the use of figurative language in daily expressions before, such as “Spring has come”. The next stage was an experimental study. The students in the experimental group were taught some English expressions by Conceptual Metaphor Theory(CMT). CMT proposed by Lakoff and Johnson(1980) was adopted in this experiment. Source domain, which is simple and concrete, was well suited for understanding and perceiving target domain (abstract and complex). The students in the experimental group showed better results in understanding and retaining the English expressions taught during the study. Based on these findings, this study suggests that introducing the concept of CMT is useful for EFL classes.