Fostering Student Metaphorical Thinking in EFL Reading Classes Through the Method of Constructing a Text Associative-Semantic Field

The present study explores the importance of developing metaphorical thinking skills in students within the framework of English as a Foreign Language(EFL) reading courses at the tertiary educational level. Metaphorical thinking is viewed as the ability to envisage the world figuratively, perceive associatively, and express oneself creatively. It is crucial to recognize metaphors in texts, interpret the complex images they evoke, and generate new metaphors. It is especially needful in the current era of clip thinking and fragmented information processing when students often approach content superficially rather than comprehensively, leading to decreased cognitive activity and a diminished capacity to understand literature. To foster metaphorical thinking, the paper suggests building a text associative-semantic field focusing on metaphors. Due to its hierarchical structure, which can be envisioned as a dense nucleus surrounded by a central region of synonyms and further enveloped by a periphery of more loosely associated linguistic units, the text associative-semantic field is seen as a potent solution for facilitating improved visualization and more holistic comprehension of information, allowing students for expanding their vocabulary and strengthening associative connections. Notably, the study highlights analyzing the metaphors of emotional states as they contribute significantly to a more profound interpretation of the text, understanding the writer’s unique style, deepening the students’ engagement with the book, and expanding their emotional experiences.

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