학생선수의 코로나19 경험 인식에 대한 은유분석

김민정,장덕선 한국스포츠심리학회 2020 한국스포츠심리학회지 Vol.31 No.3

Purpose: The purpose of this study investigated that to describe the metaphorical thinking and understand perception of Student-Athlete’s “Experience of COVID-19”. Methods: Participants are 87 middle and high school athletes and 116 college students. Data were collected from open questionnaire using online. The questionnaire conducted on consisting of daily life, study, training, and future career areas and metaphor. The collected data were categorized into inductive content analysis according to the category of metaphor based on metaphor analysis by using the grounded theory of Saban(2007). Results: Analysis through systematic metaphor analysis resulted in a total of three metaphor categories: Obstacle’, ‘The road not taken’, ‘An Oasis in the desert’. The results of inductive categorization in four areas based on metaphor categories were commonly reported in daily life and training areas. Maintain Social distancing was performed due to concerns over infection prevention, reducing exercise motivation and difficulty in systematic training due to absence of feedback. On the other hand, the experience of various experiences and new learning, the time of reflection through recharging, and the experience of positive emotions through efficient learning and self-directed training were recognized as meaningful events.. Conclusion: The student athlete's experience with the COVID-19 incident through metaphor analysis recognized the limitations of training, the anxiety of future career due to the loss of opportunities for participation, and the change of learning environment as major difficulties. However, learning how to cope with a crisis and learning new opportunities other than exercise were also a time for positive coping experiences. Metaphors are formed on the basis of experience and serve as filters for recognition. Metaphors play an important role in changing a person’s perception and attitude, and the progress of counseling using them makes it easier to understand a person's feelings or thoughts. We hope that this research will be used as a basis for research using metaphor in psychological counseling in the sports psychology.

A Metaphor Analysis of the Discourse Used in Articles on English Education from English-Language Korean Newspapers

Dal Young Lee,J. Scott Wigenton 한국언어과학회 2012 언어과학 Vol.19 No.3

Examining the metaphors we use to discuss a certain topic can shed light on how we feel about that topic beyond the words themselves. Metaphor analysis as a type of discourse analysis is well established. Metaphor analysis applied to the discourse of education has revolved around certain conceptual metaphors such as, ‘students are customers / clients / products / employees’, ‘education is a service’, and other business related metaphors. This paper examines the use of metaphor in 415 articles concerning English education in Korea taken from two major English-language Korean newspapers over the past five years. The results show that the most popular metaphors in regards to the topic are, ‘English education is a burden or weight’, ‘English education is an object crammed into a container’, ‘English education is a stress or strain’, and ‘English education is a fever’. These are not generally positive associations. Other metaphors identified in this study can be mostly categorized as negative. These findings can tell us a great deal about attitudes, explicit and implicit, towards English education in South Korea

A Diachronic Corpus Analysis of Kinship Metaphors in North Korean English Textbooks

Jeong-ryeol Kim 한국코퍼스언어학회 2019 Corpus Linguistics Research Vol.5 No.-

This study aims to explore diachronic changes of close kinship terms such as father, mother, uncle, aunt, son and daughter in North Korean English textbooks as to how the metaphorical extensions of these words occur. To this end, this paper uses North Korean English textbook corpora from 1991 to 2015 and AntConc, a corpus analysis tool employed for the investigation of these close kinship terms with their co-occurring lexical context. The findings are: Most frequent metaphor in the 1990s is the head of state as father and its people as sons and daughters. The metaphor of sons and daughters persists in the textbooks of 2000s, but not the head of state as father. Father stops with Kim, IlSung in its metaphor. In 2010s, father, sons and daughters metaphors have disappeared, though other metaphors remain in fatherland, motherland and mother tongue. The engineered metaphors such as father and sons/daughters by the state tend to be easily forgotten due to its forced nature of these expressions. This disappearance of metaphor shows a critical difference of metaphorical endurance between naturally occurring metaphors and artificially formulated metaphors.

Metaphor as a Research Methodology: A Case Study of a Novice Art Teacher’s Roles and Meaningful Art Lessons

배재한 한국국제미술교육학회 2014 미술과 교육 Vol.15 No.3

Through metaphor prompts and an interview with a novice art teacher, who graduated from a university art teacher preparation program in the Midwest United States, this study addresses the teacher’s metaphorical concepts about the roles of art teachers and definitions of meaningful art lessons. The study aims to show how metaphor analysis provides researchers with systematic interpretation of qualitative data, which leads to a conceptual understanding of a novice art teacher’s view of her teaching roles. Some research questions of particular interest are: How does a novice teacher address her roles and meaningful art lessons metaphorically? How are properties of the source domain/secondary subject/metaphor vehicle to be mapped onto the target domain/primary subject/topic? Is there any consistency or commonality between two sets of metaphor prompts about art teacher identity and meaningful art lessons and the interview transcription? The data sources in the study consist of an interview and two sets of metaphor. For data analysis, I employed metaphor analysis, an effective meaning-making tactic, to construct a good sense of connotations and denotations among the topic, the vehicle, and ground. Conceptual themes can be associated with both constructivism and student-centered perspectives. However, analysis of the interview transcription relates more to didacticism and teacher-centered perspectives.

Metaphor as a Research Methodology : A Case Study of a Novice Art Teacher’s Roles and Meaningful Art Lessons

Jae-Han Bae 한국국제미술교육학회 2014 미술과 교육 Vol.15 No.3

Through metaphor prompts and an interview with a novice art teacher, who graduated from a university art teacher preparation program in the Midwest United States, this study addresses the teacher’s metaphorical concepts about the roles of art teachers and definitions of meaningful art lessons. The study aims to show how metaphor analysis provides researchers with systematic interpretation of qualitative data, which leads to a conceptual understanding of a novice art teacher’s view of her teaching roles. Some research questions of particular interest are: How does a novice teacher address her roles and meaningful art lessons metaphorically? How are properties of the source domain/secondary subject/metaphor vehicle to be mapped onto the target domain/primary subject/topic? Is there any consistency or commonality between two sets of metaphor prompts about art teacher identity and meaningful art lessons and the interview transcription? The data sources in the study consist of an interview and two sets of metaphor. For data analysis, I employed metaphor analysis, an effective meaning-making tactic, to construct a good sense of connotations and denotations among the topic, the vehicle, and ground. Conceptual themes can be associated with both constructivism and student-centered perspectives. However, analysis of the interview transcription relates more to didacticism and teacher-centered perspectives.

A Diachronic Corpus Analysis of Kinship Metaphors in North Korean English Textbooks

Kim Jeong-ryeol 한국코퍼스언어학회 2019 Corpus Linguistics Research Vol.5 No.-

This study aims to explore diachronic changes of close kinship terms such as father, mother, uncle, aunt, son and daughter in North Korean English textbooks as to how the metaphorical extensions of these words occur. To this end, this paper uses North Korean English textbook corpora from 1991 to 2015 and AntConc, a corpus analysis tool employed for the investigation of these close kinship terms with their co-occurring lexical context. The findings are: Most frequent metaphor in the 1990s is the head of state as father and its people as sons and daughters. The metaphor of sons and daughters persists in the textbooks of 2000s, but not the head of state as father. Father stops with Kim, IlSung in its metaphor. In 2010s, father, sons and daughters metaphors have disappeared, though other metaphors remain in fatherland, motherland and mother tongue. The engineered metaphors such as father and sons/daughters by the state tend to be easily forgotten due to its forced nature of these expressions. This disappearance of metaphor shows a critical difference of metaphorical endurance between naturally occurring metaphors and artificially formulated metaphors.

은유 분석을 통한 유아교사의 교수매체에 대한 인식

권경숙(kyungsook Kwon),하민경(minkyung Ha) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.22

목적 본 연구는 은유 분석을 통해 유아교사의 교수매체에 대한 인식을 알아봄으로써 질 높은 교육과정 운영을 위한 교수매체의 선택과 활용에 대한 방향성을 제시하는데 목적을 두었다. 방법 본 연구는 은유 분석 방법을 사용하였다. 은유 분석 방법은 반구조화된 형식의 문장완성형 설문지를 통해 은유 표현과 은유 이유를 함께 살펴보는 것이다. 이를 위해 유아 교사 180명을 대상으로 은유 분석 설문 조사를 실시하였다. 은유 분석 설문지는 “2019 개정 누리과정의 교수매체는 ( ) 이다. 왜냐하면 ( ) 때문이다.”의 문장으로 구성되었다. 수집된 자료는 은유 분석 절차에 따라 분석하여 은유 유형을 범주화하였다. 결과 연구결과는 ‘유아 관점에서 바라본 유아교사의 교수매체에 대한 인식’과 ‘교사 관점에서 바라본 유아교사의 교수매체에 대한 인식’으로 구분되었다. 첫째, ‘유아의 관점에서 바라본 유아교사의 교수매체에 대한 인식’은 ‘유아들이 직접 조작하고 만질 수 있는 것’, ‘유아들의 생각에 따라 변화되는 것’, ‘유아들의 자발적 참여를 유도하는 것’, ‘유아들을 성장시키는 것’으로 나타났다. 둘째, ‘교사의 관점에서 바라본 교수매체에 대한 인식’은 ‘놀이 지원의 방향을 알려주는 것’, ‘교사의 전문성을 반영하는 것’, ‘누리과정을 효율적으로 운영하는 것’, ‘유아 생활 주변의 모든 것’으로 나타났다. 결론 이러한 결과는 교수매체의 선택과 활용이 유아 중심에서 이루어져야 하며, 교수매체에 대한 교사의 전문적인 안목을 기르기 위한 노력이 필요함을 시사한다. Objectives This study investigated the perception of early childhood teachers’ teaching media through metaphor analysis. Through this study, it is intended to present the direction of the selection and use of teaching media for high-quality curriculum operation. Methods This study used a metaphor analysis method. The metaphor analysis method is to examine the metaphor expression and the reason for metaphor together through a semi-structured sentence completion questionnaire. To this end, a metaphor analysis survey was conducted on 180 early childhood teachers. The questionnaire was composed of the sentence “Teaching media of the 2019 revised Nuri curriculum is ( ). Because, ( ).” The collected data were analyzed according to the metaphor analysis procedure to categorize the types of metaphors. Results The research results were divided into ‘perception of teaching media from children’ perspective’ and ‘perception of teaching media from teachers’ perspective’. First, perception of teaching media of early childhood teachers from the perspective of children were found to be ‘something that children can manipulate and touch directly’, ‘what changes according to childrne’ thoughts’, ‘encouraging voluntary participation of children’, ‘growing children’. Second, perception of teaching media of early childhood teachers from the perspective of teacher were found to be ‘giving directions to play support’, ‘reflecting the professionalism of the teacher’, ‘making the revised nuri curriculum run efficiently’, ‘everything around children’ life’. Conclusions These results suggest that the selection and use of teaching media should be centered on children, and that efforts should be made to develop teachers’ professional perspectives on teaching media.

개념적 은유의 특수성 - 최근세 말뭉치에 나타난 ‘사랑’의 개념화 양상을 중심으로 -

이민우 한국어의미학회 2017 한국어 의미학 Vol.57 No.-

The Specificity of the Conceptual Metaphors – Focusing on the Analysis of Korean ‘Sa-Lang(LOVE)’ in late 19th and early 20th centuries corpus. Korean Semantics, 57. In this study, we analyzed the conceptual metaphor of 'LOVE' in the corpus of the late 19th and early 20th centuries and confirmed the specificity of the conceptual metaphor. In this period, 'LOVE' shows much lower use of metaphors than non-metaphors. In addition, the frequency and type of metaphor used vary from genre to genre. In particular, there are the difference of conceptual metaphor between the Christian literature and Old novel. The metaphorical types which are seen as the same in all respects are also different in detail, and through these examples, we can confirm that the conceptual metaphor is made through cultural specificity.

Native English Speaking Teachers' Use of Metaphor to Describe English Education in Korea

Dal Young Lee,J. Scott Wigenton 한국언어과학회 2015 언어과학 Vol.22 No.2

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.

은유 분석을 통해 본 다문화교육에 대한 초등교사들의 인식

유솔아 ( Sol A Yu ) 한국초등교육학회 2011 초등교육연구 Vol.24 No.3

본 연구는 서울과 경기 지역에 소재한 초등학교 교사 458명을 대상으로 다문화교육에 대한 인식을 조사 분석한 연구로서 다문화교육 실행의 주체자인 교사들의 인식 분석을 통해 우리나라 다문화교육의 현주소를 진단하고, 더 나아가 다문화교육이 나아가야 할 방향을 모색하는 데 목적이 있다. 이를 위해 교사들에게 다문화교육을 은유적으로 표현하고 그렇게 은유한 근거를 기술하도록 하였다. 분석은 개념적 은유 이론을 토대로 한 Lakoff와 Johnson의 은유 분석 방법이 사용되었다. 여기에서 은유란 단지 의미를 만들어내는 것이 아니라 이전의 경험과 관점을 바탕으로 현실을 구성하는 능동적인 역할을 한다는 것을 전제로 한다. 따라서 교사의 다문화교육에 대한 은유 분석은 교사가 다문화교육을 어떻게 실행할 것인지를 예측하는 단서가 된다. 교사들의 다문화교육에 대한 인식을 분석한 결과, 소수문화 학생들이 문화적 특성을 버리고 한국 문화에 동화되어 살아가도록 하는 데 초점을 두는 동화형, 소수문화와 주류문화 간 조화로운 관계를 형성하는 것을 중시하지만 이 둘을 종속적 관계로 접근하는 퍼즐형, 퍼즐형과 같이 소수문화와 주류문화 간 조화로운 관계 형성을 중시하지만 소수문화가 지닌 독자성과 주체성을 인정하는 집합형, 문화적 상대주의 관점에서 타문화에 대한 편견 없이 다양한 문화들이 공존할 때 발생하는 시너지 효과를 기대하는 창조형, 다문화교육의 실현을 결과물이 아니라 서로 다른 문화가 상호작용하며 조화와 균형을 이뤄가는 과정에 초점을 두는 생명형, 그리고 다문화교육을 교사의 역할이나 정책적으로 다뤄야 할 과제로 인식하는 과제형으로 유형화되었다. 그리고 이러한 인식 유형들은 교사 성별과 교사 경력 그리고 다문화 가정 자녀 교육 경험에 따라 의미있는 특성을 보여주었다. This study investigated and analyzed perception of multicultural education among 458 elementary school teachers in Seoul and Gyeonggi Province. It aimed to analyze the perception among teachers as agents of multicultural education in order to examine the present state of multicultural education in Korea and suggest a direction for the education. To do this, teachers were asked to express multicultural education metaphorically and describe the grounds for the metaphor. For the analysis, Lakoff and Johnson`s metaphor analysis based on the theory of conceptual metaphor was used. Here, metaphor has the premise of playing a positive role in constructing reality on the basis of the prior experience and perspective, not simply generating a meaning. Therefore, teachers` metaphor analysis of multicultural education offers a clue to prediction of how to perform multicultural education. Teachers` perception of multicultural education was categorized into ``the assimilation type`` that focuses on helping minority-culture students abandon their cultural properties to assimilate into Korean culture, ``the puzzle type`` that stresses establishing harmonious relations between minority and mainstream culture but approaches them on a subordinate basis, ``the collection type`` that stress establishing harmonious relations between minority and mainstream culture like the puzzle type but accepts independence and subjectivity of minority culture, ``the creation type`` that expects synergy effects generated by coexistence of diverse cultures without prejudice to other cultures from the perspective of cultural relativism, ``the life type`` that focuses on the process of getting harmony and balance through interaction between different cultures, not on the results of multicultural education, and ``the task type`` that perceives multicultural education as teachers` role or a task to be treated by policies. Those perception types differed significantly by teachers` gender, career, and experience in educating children from multicultural family.