Conceptual Metaphors: an Insight into Teachers’ and Students’ EFL Learning Beliefs

Teachers and students hold their own language learning beliefs about English as a Foreign Language (EFL). In the classroom, students’ teachers’ interact, which might result in either tension or opportunities for change. Considering that it be difficult to evoke some of participants’ beliefs, this study opted analyze conceptual metaphors an indirect way elicit them. Metaphors are part our thoughts actions and, sometimes, they only organizing expressing experiences coherently (Lakoff & Johnson, 2003). This analyzed, through metaphor analysis, how EFL relate teacher’s selection use strategies (LLS) classroom. The occurred at Institute Montevideo, Uruguay, between October November 2018. methodology multiple case was qualitative. participants were three teachers four groups ranging from basic advanced level. Students asked respond following prompt with metaphor: “For me, foreign is (like)… because…”. Then wrote letter advising future student. answered structured interview provided describing work groups. most heterogeneous group terms age selected follow-up interview. Results indicate not shed light upon perceive process, but also encourage reflection. found several factors influence strategies, including role international exams. We can conclude visible interactions happen class like tip iceberg - lie hidden view.