What we talk about when we talk about metaphor

This paper provides educators a foothold in the tricky terrain of metaphor, its theoretical underpinnings and pedagogical possibilities. Metaphor provides us with a means of comprehending domains of experience that do not have a preconceptual structure of their own. Conceptual metaphors permit mental imagery from sensorimotor domains to hold sway in the domain of our physical experience. The exposition that follows will induce a deeper understanding of the nature of metaphor and will enable teachers to approach the subject more confidently in their classrooms. The audience for this essay is primarily high school and college English teachers, though linguistics teachers will find it within their bailiwick. Simile, metaphor, and analogy are dealt with in a linguistic framework. Conceptual Metaphor Theory (CMT) is explained, and misconceptions about figurative language are dispelled. The importance of teaching metaphor for English language learners is highlighted by the fact that in general-domain text on average every third sentence contains a metaphorical expression. Of fundamental importance is the notion that metaphor is a property of thought, not language. Types of metaphor discussed include visual, haptic/tactile, auditory, taste/olfactory. It is argued that the difference between simile, metaphor, and analogy is overstated, that the difference lies mainly in surface structure.