Enhancing academic writing through metaphor-based instruction: the role of conceptual metaphor theory in English for academic purposes
DOI:
https://doi.org/10.62583/rseltl.v2i4.54Keywords:
Conceptual metaphor theory, English for academic purposes, metaphor-based instruction, critical thinking, academic writingAbstract
This study investigates the pedagogical utility of metaphors within English for Academic Purposes (EAP), employing Conceptual Metaphor Theory (CMT) as a framework. The topic is crucial in linguistics and EAP as it addresses the challenge of making complex academic concepts accessible to students, particularly those for whom English is an additional language. Existing research often overlooks the specific application of metaphors in EAP instruction, creating a gap this study aims to fill. The primary research question is: How can metaphors enhance students' understanding and critical thinking in academic writing? Using a qualitative case study approach, data were collected through classroom observations, interviews, and document analysis at a Jordanian university. Findings indicate that metaphor-based instruction significantly improves students' critical thinking and writing skills. This contribution is vital as it suggests effective strategies for EAP educators to enhance academic success through metaphorical teaching, thus advancing pedagogical practices in the field.
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Copyright (c) 2024 Sara Al-Hassan
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