VietTESOL International Convention 2025

This theoretical paper explores the application of Conceptual Metaphor Theory (CMT) as a cognitive and pedagogical framework for vocabulary instruction in English Language Teaching (ELT). Grounded in the revolutionary work of Lakoff and Johnson (1980), the study argues that metaphors are not merely rhetorical devices but fundamental cognitive structures that shape how learners understand and retain new vocabulary. Focusing on the multidimensional nature of word meaning, including denotative, connotative meaning, the paper examines how metaphorical thinking supports deeper semantic awareness and meaningful vocabulary acquisition. Through the recognition of conceptual metaphors, learners can map meaning from a familiar source domain to a less familiar target domain, facilitating a more intuitive understanding of abstract or complex vocabulary. This conceptual metaphorical mapping not only enhances retention but also supports the expansion of learners' lexical repertoire by enabling them to infer and internalize new words across different contexts. The paper proposes a theoretical model for integrating conceptual metaphor into vocabulary teaching, as well as discussing the pedagogical implications for curriculum design and teacher education. Finally, it calls for further empirical research to validate and refine the proposed framework.