Metaphors in Language Pedagogy: A Mixed-Methods Study of Iranian EFL Teachers’ Conceptualizations and Attitudes toward Conceptual Metaphor Use
محورهای موضوعی : Second Language Education
Javad Khodadoust
1
,
حسین سیاه پوش
2
,
Mehran Davarbina
3
1 - PhD candidate, Department of English Language, Ard.C., Islamic Azad University, Ardabil, Iran
2 - Assistant professor, Department of English Language, Ard.C., Islamic Azad University, Ardabil, Iran
3 - Assistant professor, Department of English Language, Ard.C., Islamic Azad University, Ardabil, Iran
کلید واژه: Conceptual Metaphor, EFL Pedagogy, Iranian Teachers, Metaphor Awareness, Teacher Cognition,
چکیده مقاله :
According to Conceptual Metaphor Theory (CMT), the current research examines Iranian EFL teachers' metaphorical conceptualization of foreign language instruction as well as their view of the pedagogical value of metaphors. It was aimed at uncovering teachers' metaphorical teaching models and examining to what degree these conceptualizations vary across gender, age, and educational context. A mixed-methods approach was employed. At the qualitative phase, 30 experienced teachers of EFL with a minimum of five years' experience were subjected to verbal metaphor elicitation and focus group interviews. MAXQDA coded data thematically. 384 teachers completed the Conceptual Metaphor-Based Teaching Questionnaire (CMBTQ) in the quantitative phase. Descriptive statistics, Spearman's rho correlations, and independent samples t-tests were employed for data analysis. Qualitative findings indicated dominant metaphorical themes such as teacher as guide, gardener, engineer, and emotional performer that reflected teacher cognition with multilevel complexity. Quantitative analysis indicated that gender, age, and school type strongly influenced metaphor-based perceptions—female, older, and private school teachers responded with more emotionally and pedagogically relevant metaphors. The findings support metaphors' cognitive and affective contribution to pedagogical philosophy development and suggest metaphor awareness training in teacher education to improve reflective practice and lesson planning.
According to Conceptual Metaphor Theory (CMT), the current research examines Iranian EFL teachers' metaphorical conceptualization of foreign language instruction as well as their view of the pedagogical value of metaphors. It was aimed at uncovering teachers' metaphorical teaching models and examining to what degree these conceptualizations vary across gender, age, and educational context. A mixed-methods approach was employed. At the qualitative phase, 30 experienced teachers of EFL with a minimum of five years' experience were subjected to verbal metaphor elicitation and focus group interviews. MAXQDA coded data thematically. 384 teachers completed the Conceptual Metaphor-Based Teaching Questionnaire (CMBTQ) in the quantitative phase. Descriptive statistics, Spearman's rho correlations, and independent samples t-tests were employed for data analysis. Qualitative findings indicated dominant metaphorical themes such as teacher as guide, gardener, engineer, and emotional performer that reflected teacher cognition with multilevel complexity. Quantitative analysis indicated that gender, age, and school type strongly influenced metaphor-based perceptions—female, older, and private school teachers responded with more emotionally and pedagogically relevant metaphors. The findings support metaphors' cognitive and affective contribution to pedagogical philosophy development and suggest metaphor awareness training in teacher education to improve reflective practice and lesson planning.
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