은유 수업에 대한 영어교사의 태도
An investigation into English teachers’ attitudes to teaching metaphors in their classrooms
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Abstract
This study was designed to investigate teachers’ attitudes towards teaching English metaphors as a strategy for improving students’ English proficiency. A questionnaire survey was conducted with 80 secondary school English teachers. Survey data were analyzed to examine teachers’ backgrounds, current instructional situations regarding metaphor teaching, teachers’ expectation of introducing metaphors to their class, and teachers’ recognition of metaphors as a common ingredient of everyday language. The results of the study showed that many of the teachers expected positive roles of metaphors as a useful tool for enhancing students’ language abilities as well as intercultural awareness, even though they could seldom include metaphoric expressions among their teaching materials. The teachers’ responses also revealed that most would welcome more background knowledge to increase their confidence in handling metaphors, and useful strategies for implementing metaphor lessons. To conclude, the teachers believe introducing metaphors in their classrooms could have a beneficial effect on improving students’ English proficiency.
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