Teaching Metaphors in the EFL Classroom: A Case Study of Georgian EFL Learners

Abstract

This article is part of a larger research project focusing on metaphorical language production in second language acquisition. In the current study, I first explore the significance of metaphor awareness in second language learning and the current state of research in L2 metaphor pedagogy, particularly the integration of conceptual metaphor awareness into EFL instruction. Second, I present a case study of Georgian EFL learners, which investigates the effects of teaching metaphorical expressions on learners’ production of the taught expressions, with particular emphasis on the CMT-based approach and the incorporation of TBLT methodology. The effectiveness of this approach was assessed using a pre-test, post-test, two-week delayed test, and follow-up survey, which suggested significant improvement in the metaphor awareness of Georgian EFL learners compared to the control group. This study builds on Saaty’s (2016) experimental research and extends its approach to evaluate the effectiveness of CMT-based instruction for advanced EFL learners.