Native English Speaking Teachers' Use of Metaphor to Describe English Education in Korea
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In this paper we continue our study of perceptions regarding English education in South Korea through the analysis of metaphor. Our previous paper(Lee and Wigenton, 2012) took metaphors from over 400 newspaper articles collected over a five year period from 2007 to 2012 and found that the metaphors used most often were predominantly negative, with ‘English education is a burden’ being the most common. In this paper we solicit metaphors for English education from Native English Speaking Teachers(NESTs) at a midsize Korean university. We do this in order to gain insight into the beliefs and attitudes of NESTs. Again the result is that most of the metaphors submitted are negative in tone, but do not fit easily into the coding scheme devised for the former study of Korean print media. These results will be presented and discussed and then compared to the results from the study of print media from the previous paper. Finally we present our plan to analyze and compare metaphors solicited from Korean English language teachers as well as metaphors submitted by Korean English language students. Ultimately we aim to use metaphor analysis to better understand and compare the views held by samples from each of the populations of major stakeholders in English education in Korea
Abstract
In this paper we continue our study of perceptions regarding English education in South Korea through the analysis of metaphor. Our previous paper(Lee and Wigenton, 2012) took metaphors from over 400 newspaper articles collected over a five year period from 2007 to 2012 and found that the metaphors used most often were predominantly negative, with ‘English education is a burden’ being the most common. In this paper we solicit metaphors for English education from Native English Speaking Teachers(NESTs) at a midsize Korean university. We do this in order to gain insight into the beliefs and attitudes of NESTs. Again the result is that most of the metaphors submitted are negative in tone, but do not fit easily into the coding scheme devised for the former study of Korean print media. These results will be presented and discussed and then compared to the results from the study of print media from the previous paper. Finally we present our plan to analyze and compare metaphors solicited from Korean English language teachers as well as metaphors submitted by Korean English language students. Ultimately we aim to use metaphor analysis to better understand and compare the views held by samples from each of the populations of major stakeholders in English education in Korea
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