An Investigation into Teaching English Vocabulary Through Conceptual Metaphor Theory to EFL Students
DOI:
https://doi.org/10.21271/zjhs.29.SpC.39Keywords:
CMT Vocabulary Acquisition RetentionAbstract
This quasi-experimental research investigates the influence of Conceptual Metaphor Theory (CMT) based instruction on EFL vocabulary learning and recall. Fifty Grade 8 students at Ashty Private School in Sulaimani City were divided into two groups - an experimental group which was taught vocabulary through CMT infused lessons and a control group which was taught vocabulary through traditional, definition-based instruction. Both groups underwent a standardized pre-test, were given six weeks of instruction, and then underwent an equivalent post-test. Data were examined using Wilcoxon signed rank tests for contrasts within groups and Mann–Whitney U tests to compare groups. The experimental group demonstrated significantly better vocabulary learning and retention improvement compared to the control group. The findings show that the integration of conceptual metaphors into vocabulary teaching can enhance achievement in learning by basing abstract lexical forms on more concrete and accessible concepts.
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