earticle

영어

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.