Negotiating the Literal–Figurative Interface in ESP/EAP: Conceptual Metaphor and Metonymy as Cognitive and Pedagogical Resources in Scientific Writing
Year: 2026
Type: book-chapter
Abstract: This chapter examines the interplay between literal and figurative language in scientific writing, focusing on its significance for English for Specific Purposes (ESP) and English for Academic Purposes (EAP). Utilizing conceptual metaphor theory alongside a corpus-based analysis of research and review articles in Bulgarian and English, the research reveals that metaphorical and metonymic patterns are integral to scientific discourse rather than mere stylistic choices. These figurative structures play a crucial role in the development of terminology, the depiction of processes, and the construction of arguments across various scientific fields. The chapter posits that metaphor and metonymy are central to scientific discourse, advocating for their recognition as both cognitive and pedagogical tools within ESP/EAP instruction. By adopting a cross-disciplinary approach, it highlights figurative conceptualization as a valuable resource for knowledge creation, effective disciplinary communication, and occasionally, a source of ambiguity. The results underscore the importance of incorporating awareness of metaphor and metonymy into ESP/EAP teaching practices to enhance advanced academic writing skills, improve terminological proficiency, and foster conceptual clarity.
Source: IntechOpen eBooks
Parent work: Current Research in English Language Studies
Author: Ivaylo Dagnev
Institution: Medical University Plovdiv
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7165166327