Metaphor-based Instruction in EFL Business Classes: The case of 1st year MA Business Students at Laghouat University-Algeria (2011-2012)

Sara Mechraoui


This research work sets to test empirically the theoretical grounds on which cognitive linguistics-inspired metaphor teaching is based; using congruent quantitative assessment of the subjects’ performances in the experimental group and the control group in a sequence of studies. Metaphor awareness hypothesis has been tested to show its effects on learners’ achievements in acquiring, integrating and recalling specialised vocabulary. The groups who participated in the study were first year MA Business students at Laghouat University. The variables were, further, controlled throughout the study to arrive at accurate conclusions about the introduced material. The findings of the study confirm that metaphors are part and parcel of business discourse and establish, therefore, the relevance of implementing metaphor-based instruction in business classes. It also provides linguistic evidence in support of the CMT claim that subjects’ awareness of metaphorical expressions increases their potential for vocabulary acquisition. This additional channel for vocabulary teaching may be considered as essential to a better understanding of business discourse. 


business English, cognitive language teaching, conceptual metaphors, ESP.

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