Designing a conceptual syllabus for teaching metaphors and idioms in a foreign language context

Abstract

In this paper we address the aspects that will determine the planning of a conceptual syllabus for teaching metaphors and idioms in a foreign language context. We argue that the theoretical background of the cognitive linguistic enterprise alters slightly the normal processes of developing learning materials. Hence, a series of preliminary and theoretical/practical concerns are introduced in order to answer the question of how a conceptual syllabus should look like.