An evaluation of metaphor usage in secondary school English textbooks

Abstract EN

The present study evaluates the place of metaphor in the Algerian educational settings, and more precisely in the textbooks of English at the crossroads secondary school year one, getting through secondary year two, and new prospects secondary year three.

it also attempts to analyse the English foreign language textbooks in respect to metaphor credit.

to achieve the purpose of the study, the researchers applied a descriptive quantitative method.

the results showed that the textbooks do not give an account to metaphor use.

the findings gathered in this study might be used to re-plan, re-draft, re-edit, and improve the textbooks in terms of developing the learners’ cognitive thinking.

in our view, the present findings have also an important implication for EFL textbook-designers and teachers alike to be aware of the contents that should be taught.