LINGUO-METHODOLOGICAL FOUNDATIONS FOR TEACHING METAPHORICAL EXPRESSIONS IN ENGLISH
DOI:
https://doi.org/10.5281/zenodo.17939512Abstract
Metaphorical expressions constitute a fundamental component of natural language use, shaping conceptual thought, discourse strategies, and cultural interpretation. In English, metaphors appear not only in literary texts but also in everyday communication, academic discourse, and professional registers. Despite their ubiquity, metaphor instruction often remains marginal in foreign language pedagogy, resulting in learners’ difficulty in interpreting figurative meanings and recognizing conceptual mappings. This study explores the linguo-methodological foundations of teaching metaphorical units in English, drawing upon Conceptual Metaphor Theory cognitive linguistics, and empirical studies in metaphor pedagogy. Through systematic analysis of scholarly literature published between 2000 and 2024, the study identifies key challenges learners face when encountering metaphors, such as cultural mismatches, literal thinking, limited conceptual transfer, and pragmatic misinterpretations. It further examines evidence-based instructional approaches—including cognitive-semantic analysis, contrastive metaphor tasks, multimodal input, corpus-based examples, and guided conceptual mapping. The findings indicate that integrating metaphor instruction into language curricula significantly enhances learners’ vocabulary depth, reading comprehension, pragmatics, and intercultural awareness. Recommendations for teachers, curriculum developers, and materials designers are also provided.
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