Abstract
Vocabulary acquisition is a cognitive activity that poses a significant challenge to second language learners. Non-literal language, particularly metaphor, has long been recognized as a potent cognitive and linguistic tool for expressing and understanding abstract concepts, emotions, and experiences. However, some contend that learning non-literal language may impede L2 vocabulary acquisition. This research paper aimed to investigate the impact of metaphorical competence and metaphorical awareness on vocabulary acquisition in second language learners based on theoretical and empirical studies. It examined a few studies that demonstrated how metaphorical competence and awareness facilitate vocabulary acquisition, such as scaffolding learners’ acquisition of word meanings and improving their vocabulary retention. The implications for L2 vocabulary research were discussed for future design, and pedagogical implications were proffered for educators.
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