Year: 2025
Type: article
Abstract: The term ‘metaphor’ resonates strongly with contemporary cognitive linguistics, literary studies, and second language (L2) teaching, but it is minimally employed in the Algerian English as a Foreign Language (EFL) literature classroom as an aesthetic device for the analysis of literature or to aid in understanding literary texts. This study evaluated the aesthetic judgements of Algerian EFL learners when encountering metaphorical images and how these judgements affect their perceptions of literary texts through an empirical assessment (pre/posttest) of the evaluation of two poems by 20 first-year Algerian EFL students, and a paired-samples t -test in SPSS was employed to identify any significant differences in participant grades. The findings indicate that by interpreting metaphors, students come to appreciate the emotional depth of literary texts, thereby influencing their comprehension. This study emphasises the advantages of an integrated framework for teaching metaphors.
Author: Abdelaaziz ZIADI
Institution: Université Mustapha Stambouli de Mascara
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,890
OpenAlex ID: W4407407336