Metaphorical Analysis of Iranian EFL Learners’ Beliefs

In foreign language learning, metaphor analysis, as a research tool, has been more recently used as an indirect tool of delving into individuals’ beliefs and thoughts. In line with this reasoning, the present study aims at exploring images and metaphors Iranian EFL students have in mind for language teachers both in academic context and in a non-academic context. This study was carried out with 70 students, 37 EFL university students at Lorestan University and 33 intermediate learners at Kish English institute in order to analyze and compare the perceptions and beliefs of the students of two different contexts about English teachers role. A variety of metaphors were identified from the students written descriptions. The perceptions of the students then were grouped according to the imagery conveyed and analyzed by the use of Martinez, Sauleda, and Huber s (2001) taxonomy of metaphors. The results revealed that behaviorism dominates the current atmosphere in the process of teaching at university setting while the English private institute is moving towards a situative (socio-historical) atmosphere. Moreover, students in both contexts prefer to learn based on a situative (socio-historical) approach and in an interactive, friendly learning atmosphere.