Metaphor as a tool for promoting the lexical approach in foreign language learning
- DOI
- 10.5922/vestnikpsy-2026-2-2
- Pages
- 14-33
Abstract
Based on the material of five manuals promoting the lexical approach to learning and teaching English, an analysis of conceptual metaphors in linguodidactic discourse is conducted. The study demonstrates which metaphors are used by the authors of the manuals (M. Lewis, L. Selivan, H. Dellar, E. Walkley) when describing their experience and seeking to convince readers of the effectiveness of the approach they develop, which they consider more natural than those used in the traditional education system. Using methods of continuous sampling, content analysis, conceptual analysis, generalization, and data description, the most common conceptual metaphors are identified, presenting the lexical approach in a positive light (among them the most prominent is the journey metaphor), while traditional approaches are framed negatively, thereby forming a clear semantic opposition (a conflict of interpretations) within the discourse.