Educational Applications of Grammatical Metaphor in Language Teaching: A Role-Based Approach for Linguistic and Cognitive Empowerment

Subject Areas : human resource management

Masoumeh Pournazmi Sis ¹ , Masoud Zoghi ² , Nader Asadi ³

1 - Department of Linguistics, Ah.C., Islamic Azad University, Ahar, Iran
2 -
3 - Department of Linguistics, Ah.C., Islamic Azad University, Ahar, Iran

Received: 2025-08-11 Accepted : 2025-09-17 Published : 2025-11-06

Keywords: Grammatical metaphor, linguistic empowerment, cognitive empowerment,

Abstract :

Background and purpose: Grammatical metaphor, grounded in Halliday's systematic role-oriented framework, serves as a pivotal instrument for condensing information and improving textual coherence, thereby facilitating the comprehension and production of complex texts. The objective of this research is to examine the pedagogical applications of grammatical metaphor in language education, employing a role-oriented approach to promote both linguistic and cognitive empowerment.

Research method: This research employed a descriptive-analytical approach, with data systematically gathered from a purposive sample of 1,709 text passages. Grammatical metaphors were examined in accordance with Halliday's theoretical framework. Qualitative analysis was conducted to identify underlying semantic structures, while quantitative analysis involved the application of the chi-square test using SPSS software to assess the distribution and frequency of metaphors.

Findings: The findings indicated that grammatical metaphors are employed more frequently in scientific texts (77%) compared to literary texts (31%). Noun constructions (55% in scientific texts versus 23% in literary texts) and modal expressions (12% in scientific texts versus 4.5% in literary texts) were the predominant forms, facilitating the compression of abstract concepts and the expression of uncertain attitudes, respectively. The chi-square test revealed a statistically significant difference in the utilization of modal features between the genres (p = 0.003).

Conclusion: Grammatical metaphors, particularly noun constructions and modality, serve as effective pedagogical tools for instructing Azeri Turkish. They enhance reading comprehension, foster coherent writing, and promote critical thinking. Educational curricula that emphasize these grammatical structures can augment students' linguistic and cognitive development, thereby supporting the development of effective teaching methodologies for this language.

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