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This paper explores the importance of teaching grammatical metaphor in Korean-English translation courses and the effectiveness of a teaching method “translating by changing subjects” which is designed to help students exercise grammatical metaphor. Grammatical metaphor as defined and theorized by Halliday and his colleagues refers to the substitution of one grammatical class for another that is more congruent for representing certain experience in a given text. A diagnostic test showed that students do not actively use grammatical metaphor in Korean-English translation. Considering Halliday and Ravelli’s grammatical metaphor classifications, the researcher underlined the processes and circumstances of Korean sentences and had the students exercise grammatical metaphor by instructing them to translate a Korean sentence into multiple English sentences using each underlined word as the subject for each sentence. A final test and a written interview demonstrated that students’ use of grammatical metaphor improved greatly and that students found such a teaching method satisfactory and helpful.

목차

Abstract
I. 들어가는 말
II. 이론적 배경
1. 문법적 은유 정의
2. 번역 자원으로서의 문법적 은유
3. 문법적 은유 종류
III. 실행 및 결과
1. 연구 목적, 대상 및 방법
2. 진단 평가
3. 문법적 은유 연습
4. 최종 평가
5. 평가 종합
6. 설문조사
IV. 나가는 말
1. 종합
2. 의의 및 향후 개선 사항
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부록

저자

• 이지민 [ Lee, Jimin. | 계명대학교 ]

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