A review of theories for metaphore examination in the expository writing of EFL learners

• Main Authors: Mohd Nazri, Latiff Azmi, Mohammad Nour, Yaser Alhroob
• Format: Article
• Language: English; English
• Published: 2019
• Subjects: P Philology. Linguistics
• Online Access: http://eprints.unisza.edu.my/6076/1/FH02-FBK-19-24926.pdf; http://eprints.unisza.edu.my/6076/2/FH02-FBK-20-37422.pdf; http://eprints.unisza.edu.my/6076/

This paper reviews the relevant literature and theories adopted to examine the comprehension of semantics interpretation of metaphors in the expository writing of EFL learners. Three related theories are discussed; the cognitive theory of metaphor, the conceptual theory of metaphor and scaffolding theory. These theories constitute the paradigms related to figurative language in linguistics and are concerned with cognition, conceptualisation of meaning, and the usage of language in a particular context. Whereas the cognitive metaphor theory explicates the cognitive processes which prompt the EFL learners to acquire, reconstruct and map both written and spoken English metaphorical expressions in mind, the conceptual metaphor theory enables the EFL learners to make perceptual comparisons between the metaphorical concepts in their native language and those in English. The third theory, the scaffolding theory is useful to assess whether the comprehension of the semantic interpretation of metaphorical expressions in a binary discussion, between Arabic and English, helps the EFL learners to comprehend the metaphorical expressions in English language and use them in their expository writing. This paper concludes that metaphors are not mere literary elements for a particular group or a specified language speaker, but are integral elements of daily human interaction with their environment and can be shared across languages, based on their conceptual connotation.