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A questionnaire gathers data from EFL teachers worldwide. Findings show that teachers most frequently struggle with topic unsuitability and difficulty, limited access to teaching materials, time constraints, increased workload, and mismatch between metaphor-based teaching and learners’ expectations and needs. The study also discusses countermeasures, emphasizing the need to reevaluate teacher training programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-difficulties-hindering-efl-teachers-from-using-metaphor-based-teaching/594194/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-difficulties-hindering-efl-teachers-from-using-metaphor-based-teaching/594194.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to examine about metaphor-based teaching?","Question",{"text":112,"@type":113},"It investigates EFL teachers’ knowledge of metaphor-based teaching and the obstacles that prevent them from incorporating it into their instructional strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research collect data?",{"text":117,"@type":113},"It uses a questionnaire to collect data from EFL teachers worldwide.",{"name":119,"@type":110,"acceptedAnswer":120},"What difficulties do teachers most often report when using metaphor-based teaching?",{"text":121,"@type":113},"Teachers most often report topic unsuitability and difficulty, unavailability of materials, time constraints, extra workload, and that metaphor-based teaching does not fit students’ expectations and needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594194,1792165311,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 7 (2), 1–16 (2024)  \n[https://doi.org/10.29140/ajal.v7n2.1495](https://doi.org/10.29140/ajal.v7n2.1495)  \nThe difficulties hindering EFL teachers from using metaphor-based teaching  \nYOUNESS BOUSSAIDa   \na School of Languages and Applied Linguistics, Portsmouth University, UK  \nAbstract  \nThis paper aims to assess the knowledge of metaphor-based teaching among teachers by investigate the obstacles that hinder them from incorporating metaphor-based teaching into their instructional strategies. This study makes use of a questionnaire to collect data from EFL teachers worldwide. The results show that the difficulties most faced by teachers when using metaphor-based teaching include the unsuitability of the topic, the difficulty of the topic, the unavailability of materials, time constraints, extra workload, and metaphor-based teaching not fitting students’ expectations and needs. The research also touches on some countermeasures to deal with the difficulties teachers face when using metaphor-based approach. The results indicate the importance of reevaluating teacher training programs andrefocusing teachers' instructional efforts on incorporating metaphor-based teaching, which is often overlooked and not fully acknowledged in language classrooms.  \nKeywords: conceptual metaphors, Contemporary Theory of Metaphor, teaching difficulty, English teaching, metaphor-based teaching  \nIntroduction  \nAfter teaching English for an extended period, it is not uncommon for EFL learners to reach a point where their progress stalls. This means that they can construct sentences with grammatical accuracy, but they struggle to incorporate creative language usage, such as employing conceptual metaphors. The absence of this particular language aspect, which is lacking in the language skills of EFL students, becomes an obstacle that prevents them from achieving their maximum linguistic capabilities. This linguistic aspect is known as conceptual fluency, as identified by Danesi (1992) .  \nIn language classrooms, there seems to be limited emphasis on developing conceptual fluency, which can be improved through the acquisition of metaphorical competence. Integrating this vital language aspect into language curricula is overlooked. Even when conceptual metaphor is introduced in lessons, it is typically treated as a mere decorative element of language,  \nCopyright © 2024 Youness Boussaid  \nReceived April 2, 2024 Accepted June 9, 2024  \nreserved for use in poetry and literature. However, metaphor is a linguistic phenomenon that is prevalent in our everyday language and which enables “us to understand one domain of experience in terms of another”(Lakoff & Johnson, 1980, p. 117) . Conceptual metaphors are widely evident in everyday language, as shown in the following examples from Lakoff and Johnson (1980, pp. 4–7):  \nARGUMENT IS WAR  \nYour claims are indefensible.  \nHe attached every weak point in my argument.  \nI demolished his arguments.  \nNumerous studies have shown that conceptual metaphor can effectively enhance vocabulary instruction and contribute to the development of students’ language proficiency (Kövecsesand Szabó, 1996; Boers, 2000; Littlemore, 2002; Nacey, 2010; Pérez, 2019) . However, despite the progress made in cognitive linguistics, specifically in the modern metaphor theory and its extensive research on the advantages of incorporating a conceptual-based method in language education, language instructors, classrooms, and curriculum developers have yet to fully grasp the significance of conceptual metaphor integration and the associated benefits it could offer in the teaching and learning environment. This is noticeable when observing the teaching methods employed by teachers, the educational materials crafted for language instruction, and the students' la","cbCairZCx4VGblSq","https://ap.wps.com/l/cbCairZCx4VGblSq","pdf",644600,16,"English","# Introduction\n## Conceptual fluency and metaphorical competence\n# Literature Review\n## Contemporary metaphor theory","[{\"question\":\"What does the study aim to examine about metaphor-based teaching?\",\"answer\":\"It investigates EFL teachers’ knowledge of metaphor-based teaching and the obstacles that prevent them from incorporating it into their instructional strategies.\"},{\"question\":\"How does the research collect data?\",\"answer\":\"It uses a questionnaire to collect data from EFL teachers worldwide.\"},{\"question\":\"What difficulties do teachers most often report when using metaphor-based teaching?\",\"answer\":\"Teachers most often report topic unsuitability and difficulty, unavailability of materials, time constraints, extra workload, and that metaphor-based teaching does not fit students’ expectations and needs.\"}]","The difficulties hindering EFL teachers from using metaphor-based teaching | PDF",1792078699]