METAPHORS AND PHRASEOLOGICAL UNITS AS ENGLISH EDUCATIONAL AND METHODICAL TERMS

Abstract

This paper examines the use of metaphors and phraseological units as a
significant aspect of English educational and methodological terminology. It
explores how these figurative language devices contribute to the richness and
complexity of educational discourse, often conveying nuanced meanings and
cultural insights. The paper discusses the challenges these elements present for
translation, highlighting the need for a deep understanding of both the literal and
figurative meanings of terms and the cultural contexts in which they are used. It
argues that a nuanced approach to translation, incorporating a consideration of
cultural background, semantic nuances, and the specific context of usage, is essential
for achieving accurate and effective translation of educational and methodological
terminology. The paper concludes by emphasizing the importance of ongoing
research and development of translation resources that can effectively address the
complexities of figurative language in educational discourse.