Introduction. only , but they did not actually

Introduction.

Meskill (2003: 27) defined metaphors as “in
research of all traditions, metaphor is used as a conceptual tool to make
concrete, and make sense of, complex phenomena” . metaphors has a
different Multi colors , Multiple faces, and more glamorous .  When I asked the second language learners about the
knowledge of metaphors they have , to language learning , and the language
itself , I find that their knowledge is not enough . the use of metaphors in the surrounding community it
makes a balance accurate in language learning . metaphors are an
important type of language and culture in the world , and the difficulties that
the second language learners have is because their meaning is unpredictable
. they did not have a struggle on the understanding the meaning of metaphors
only , but they did not actually know how to use it even if they know the
intended meaning .  so, be good at metaphors is very difficult to
second language learners , especially because the meaning of metaphors sentence
it is not the meaning of the word itself . but it is not impossible to
learn it by knowing the culture of both SL and TL . there are positive and
negative aspects of using metaphors on second language learning .

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Statement of the problem .

     To
understand and explain varied kinds of phenomenon : abstract , conceptual , and
complex , metaphor is a useful and powerful tools for you . metaphors is
the meaning understand and experience a particular thing in comparison with
another thins , which used in daily life not only through the language but also
through actions . there is a positive and negative aspect of metaphors .

      This
study interest in the student view about metaphors in second language learners
. there is three main negative point on metaphors to second language
learner : the abstract to use or to get the exact meaning of metaphors , the
relationship between language and culture , and how to teach metaphors .

  Literature
review .

      It is tend to use metaphor in literature
classes to teach poetry , but this study focus on the use of metaphors in
language learning .  In the Dictionary of
Language Teaching & Applied Linguistics (2002:201), a metaphors described
as a ‘figure of speech’ used to give a special effect . There are two figure of
speech : simile , by using “like ” or “as” .metaphors does
not use functions but it is more like ” one notion is described by another
notion”.

     Aristotle
is The first critic who talk about metaphors 
(384–322 BC) . In the Poetics, Aristotle (1982) defined metaphor as: the
application to one thing of the name belonging to another . Cain, Oakhill, and
Lemmon (2005:66), defined metaphor as  “figurative expression that usually can be
interpreted literally but that takes a non literal meaning when used in a
specific context” . According to Irujo (1986b:288 ) metaphors  are “conventionalized expressions” whose
meaning cannot be determined from the meaning of their parts and they differ
from other figurative expressions such as similes and metaphors .

after the definition of the previous Writers ,
we can now review the research Related thereto .  Earlier studies on English metaphors only
fond native speakers. and the others focused on the hesitancy of  English metaphors for example (Grant, 2007;
Liu, 2003).

The others focus on the studies of finding appropriate
method to teach metaphorical expressions such as(Asl ,2013they focused on
teaching the l2 learners the metaphors , lately . after they knew it has   a important role in  learning English (Cooper, 2012; Irujo, 1986a;
Liontas, 2003). Kellerman study (1983) devote himself to clarify the processing
of L2 metaphors  and the role of L1 in
the process . 

Methodology .

    
I will use The method survey .in order to
collect information for this proposal  I
prepared some questions . I ask them a lot of questionnaires , for example : Do
you believe that idioms play an important role in teaching and learning
English? And how often do you use idioms in your classes? .in order to ask them
: how they will understand each other’s metaphorical expression , and how
common they are .

     I
will do the experience on undergraduate students, and learners of English as a
Foreign Language , from the age 19 to the age 50 . and we did  this test of the power of metaphorical
expressions to Access the aim of whether the student and the common people  understand the dictionary . and if they are
understand the different of their 
meaning , and ask them to answer it.

     The thing that we want to achieve
according to the Arabic native-speakers is to research the point of awareness of
those metaphorical expressions .

Result and discussion :

     This result is for the survey questions of
metaphor  , I put them in one single
table . the five questions of the survey discusses the research question that
asked how learners

perceive 
metaphors learning. it explained the reaction of the participants about
the importance of metaphors , the connection between metaphors and culture ,
and the use of metaphors at school.I asked only 10 people to answer this survey
, so , it is 10% presents for  one
person. they answer the yes no questions easily .

Table :

No.

Yes.

Survey question .

Q

0%

100%

Do you believe that idioms play an
important role in teaching and learning English?
 

1

0%

100%

What do you think makes idioms
important? Give example of good or less than good idiom usages ?

2

30%

70%

   Do you think there is a relationship
between idioms and culture? What kind of the relationship do they have? Give
examples of idioms dependent on culture and those that are not .
 

3

10%

90%

 Have you ever had a situation when your
teacher confused you because she 
mentioned an idiom? How did you react?
 

4

rare

always

 
How often do you use idioms in your classes? Give examples. 
 

5

they agreed that metaphor plays an important
role in learning English language . a lot of them agree that there is a
connection between metaphors and culture . but a few of them who were able to
determine the relationship between them . and the last two question used
as  a tool to assure the point of view of
the participants . the fourth question , they all agree in the situation when
the teacher confuse you and you misunderstood the meaning of idioms wrongly .
because the meaning of metaphors different from the exact meaning . for the
last question they either said always or rare .

                                                               Discussion :

there is a general assent of
opinions over all these participants , no matter what  their different in the cultural backgrounds ,
and their age . they all agree on how they 
perceived metaphors for English language learning , and the connection
between culture and metaphors .

but they being a different
position with metaphors pedagogy .

the discussion is about
the  survey questions , which answer the
topic below
:

-1 The importance of idioms. 
2-The relationship
between idioms and culture.-3 The teaching methods of idioms. 

Conclusion 
.

     Using
metaphors on second language learning have booth cons and pros.  This is
only the start point to understand the connection between the new cognitive
understanding of language and how to learn it . the result of the method that I use “survey” ,
that the student agreed that metaphors is a main and very important tools of
language learning . Because we use it a lot in every day talking it
has significant . the student shows that they can use idioms to describe
their feeling , about each other , teachers , professor , and their personal
emotional .the difficult of using metaphors is the
difference between the surface meaning and the deep meaning , and if the
student did not know anything about their metaphors in source language , how
will they find the equivalent meaning in the target language ?. but
in other hand , when the student use this ” Technique” it’s allow
them to be confident in the learning processes , and promote the compliment
between them .