The Linguistic And Cognitive Foundations Of Metaphor: A Didactic Approach For 11th-Grade Students
Keywords:
Metaphor, cognitive linguistics, conceptual mappingAbstract
This article examines metaphor as a dual linguistic–cognitive phenomenon and translates core theoretical insights into a practical didactic approach for 11th-grade classrooms. Building on interaction and conceptual metaphor theories, the study argues that metaphor is not merely a stylistic ornament but a fundamental mechanism of thought shaping how learners categorize experience, reason about abstractions, and construct academic discourse. The aim is to articulate foundations in linguistics and cognitive science that justify explicit instruction and to outline a classroom model that integrates discovery-based analysis, concept mapping, and formative assessment. Methodologically, the work synthesizes seminal research and designs an implementable sequence of activities aligned with higher-order thinking goals. Discussion shows how attention to source–target mappings, domain knowledge, and context can improve interpretive reading, precise writing, and disciplinary transfer. The paper concludes with implications for teacher practice, suggesting that systematic metaphor pedagogy enhances metacognition and genre-aware communication in late secondary education.
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