Exploring The Role Of Metaphoric And Communicative Competence Among Second Language Learners: A Qualitative Case Study Of Gpgc Karak

Abstract

Metaphors are part of the human communication system and application in the second language learning has not been studied properly especially in the Pakistani EFL setting. This paper explores the sense of metaphorical competence as perceived by learners and the role when it comes to communicative competence in terms of understanding and applying metaphors. Because this study was informed by the conceptual metaphor theory, consequentially, in this aspect, a qualitative research design was used. Overall, a convenient sampling method was used to select ten undergraduate EFL learners, and, accordingly, semi structured interviews were held to collect thorough information on the issues under consideration. Thematic analysis showed that learners consider metaphors as effective means to convey their complicated ideas, feelings, and cultural senses and have the idea that metaphorical fluency is also coherent, creative, and pragmatically appropriate. Nevertheless, the difficulties that were reported included the insufficient exposure, cultural difference, the absence of specific instructions, and the excessive use of literal language. Nevertheless, these challenges did not eliminate the fact that learners were very interested in metaphor-based lessons in the classroom. The paper ends by concluding that metaphorical competence is a constituent of communicative competence that is necessary but overlooked, and needs to be incorporated in the EFL teaching systematically. The results have important pedagogic implications on the teachers, curriculum developers, policymakers, and recommend future studies on larger sample sizes and teacher attitudes.