영미시 은유 수업모형 개발 (Development of a Metaphor Instruction Model for English and American Poetry)

서지정보

· 발행기관 : 한국영미문학교육학회
· 수록지 정보 : 영미문학교육 / 13권 / 2호 / 129 ~ 170페이지
· 저자명 : 김경한

초록

Some negative attitudes toward poetic metaphors are based on the idea that they are not used frequently in everyday life and that they are rhetorical figures only for style's sake. But the idea turns out to be merely a misconception. In fact, poetic metaphors are grounded on the basic conceptual metaphors that are used in our daily life. The great poets themselves basically use the same way of thinking with us. Thus, to understand the nature and essence of poetic metaphors is to understand our daily way of thinking, and by using the daily conceptual metaphorical patterns, we can have easier access to the appreciation of English poetry.
This paper proposes that students can understand English and American poetry better by learning the conceptual metaphors. In order to prove the validity of the theory, the paper provides a teaching and learning model and develops materials for metaphor instruction that teachers can use practically in poetry class. And based on the teaching model and materials developed, the study applies them to an example of Emily Dickinson's poem, "Because I could not stop for Death." The poetic metaphors used in Dickinson's poem are analyzed in detail according to the basic conceptual metaphorical patterns and a variety of activities are used for this analysis in Dickinson's poem. The teaching model and materials are targeted for college students who take the course of the "Introduction to English Poetry" as an English major class. The experiment, assigned for the teaching of the element of metaphor, is scheduled to be done for six hours in two weeks. For the experiment, worksheets and activity sheets are developed and analyzed for the results of the experiment.
The teaching model and materials for metaphor instruction provided by this study give students a great help with the understanding of rhetorical figures that hinder the proper appreciation of English poetry. The teaching model and materials also contribute to the improvement of students' general English competence by introducing everyday metaphors to the English classroom. Teaching metaphors must be an essential part of English language education as well as English poetry class.

영어초록

Some negative attitudes toward poetic metaphors are based on the idea that they are not used frequently in everyday life and that they are rhetorical figures only for style's sake. But the idea turns out to be merely a misconception. In fact, poetic metaphors are grounded on the basic conceptual metaphors that are used in our daily life. The great poets themselves basically use the same way of thinking with us. Thus, to understand the nature and essence of poetic metaphors is to understand our daily way of thinking, and by using the daily conceptual metaphorical patterns, we can have easier access to the appreciation of English poetry.
This paper proposes that students can understand English and American poetry better by learning the conceptual metaphors. In order to prove the validity of the theory, the paper provides a teaching and learning model and develops materials for metaphor instruction that teachers can use practically in poetry class. And based on the teaching model and materials developed, the study applies them to an example of Emily Dickinson's poem, "Because I could not stop for Death." The poetic metaphors used in Dickinson's poem are analyzed in detail according to the basic conceptual metaphorical patterns and a variety of activities are used for this analysis in Dickinson's poem. The teaching model and materials are targeted for college students who take the course of the "Introduction to English Poetry" as an English major class. The experiment, assigned for the teaching of the element of metaphor, is scheduled to be done for six hours in two weeks. For the experiment, worksheets and activity sheets are developed and analyzed for the results of the experiment.
The teaching model and materials for metaphor instruction provided by this study give students a great help with the understanding of rhetorical figures that hinder the proper appreciation of English poetry. The teaching model and materials also contribute to the improvement of students' general English competence by introducing everyday metaphors to the English classroom. Teaching metaphors must be an essential part of English language education as well as English poetry class.

참고자료

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