Abstract
The study investigates the metaphorical images of English teachers formulated by English for Academic Purpose (EAP) teachers and postgraduate students in a Chinese Sci-tech University. Student Participants ( n = 171) and teacher participants ( n = 51) completed questionnaires including the metaphor-eliciting prompts to express their perceptions of English teachers. The results revealed a similar three-level categorization (information, disposition, and status) of teachers’ features from the two groups, as well as similarities and discrepancies in the perceptions of certain conceptual teacher metaphors. Based on the comparison, implications for EAP teaching and EAP teachers’ identity development in China are discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
