An Experimental Study on Teaching English Metaphors in Higher Education

This article explores the potential opportunities for the practical use of metaphors in the educational process on the one hand and the impact of their use on the formation, development, and enrichment of pedagogical thought on the other. This study aims to develop and experimentally test a pedagogical discourse-based model for the use of metaphors in teaching English in higher education. During a practical experiment, the essential and content characteristics of the "metaphor" phenomenon in domestic and foreign English language textbooks were identified, and their frequency of use in the teaching of English in higher education was demonstrated. Per pedagogical discourse, a model for the use of metaphors in teaching English in higher education, including applied, methodological, organizational, criterion-based, and resultant components, was developed and scientifically supported. Furthermore, an original and comprehensive approach to the development of the criteria component of the use of metaphors in teaching English in higher education was also proposed. Possible criteria include methodological competence, sociocultural competence, communicative competence, and language proficiency. During the experiment's control phase, we observed significant changes in the level of competency formation among the experimental group's students. The reliability of the research results is ensured by a thorough analysis of the scientific literature on the research problem, a variety of research methods and their conformance with the research objectives, and the correct processing of the research results.

Keywords:

Student Engagement , English Metaphors , Methodological Competence , Sociocultural Competence , Communicative Competence