A SYSTEMATIC REVIEW ON THE USE OF METAPHOR ANALYSES IN TEACHING ENGLISH

Abstract

Metaphor analysis is a process of describing and identifying concepts from various texts. A crucial aspect of metaphor analyses is its function which serves for identifying and revealing both the function and nature of metaphors used in the language. Hence, the significance and importance of using metaphor analyses has been promoted as the demanding competence in foreign language education, in general, and in teaching English as a foreign language, in particular. Therefore, it is highly crucial to integrate metaphor analyses into the school curriculum, namely into the program of language education with the purpose of challenging students’ both critical and creative thinking abilities and help them internalize the various codes presented in the metaphors. By concentrating on English as a Foreign Language (EFL) context, this study aims to explore and interpret the perspectives of how metaphor analyses manifests in the EFL classroom and English teaching practice. Employing systematic literature review as a research methodology, various articles on metaphor analyses were reviewed and analyzed. The findings revealed that metaphor analysis is not considered an essential and formal component of the EFL curriculum in many countries, including Asian countries, and, thus, it was recommended to implement metaphor analyses as one of the core elements of language learning and teaching process.