Abstract:
This project examines the overview of metaphor as a concept in language, its effects and roles in the pedagogical situation most especially to the second language learners of the English language. It equally exposes the metaphoricity in language learning as it appeals to the native speakers and the level of comprehension in the L2 learners of the English language through the application of some theoretical instruments such as the Conceptual Metaphor Theory (CMT) which explains that the universality of conceptual metaphor can contribute to the process of language learning, this is because using CMT can draw learners attention to the metaphorization process of language facilitating the comprehension of unfamiliar figurative language. The CMT enhances learner’s engagement, motivation and productivity when learning idioms. Another is the Meta-Cognitive theory which simply implies thinking about thinking; it posits that learners who are metacognitively aware know what to do when they don’t what to do. The research goes further to explain some approaches to curb the difficulties of learning metaphor to the ordinary L2 learners of English language.
