A guide, cornerstone, and appetizer: An elicited metaphor analysis of Chinese university students' perceptions of English language textbooks.

Existing research on EFL learners' attitudes towards English language textbooks primarily investigates metaphors at the level of mental spaces, limiting insights into embodied cognition and experience. This study extends the analysis of metaphors to a more schematic level of domains/frames. We analyzed 163 metaphors from 123 Chinese university students' perceptions of English language textbooks under the guidance of Conceptual Metaphor Theory and the meta-functions of metaphors in language education.