INVESTIGATING HOW LITERARY DEVICES INFLUENCE SECOND LANGUAGE INSTRUCTION

Abstract

Language acquisition is essential for human communication, personal development, and cultural
engagement. The present research aims to understand and describe how educational Second
Language (SL) focuses on English language (EL) teachers from Lahore, Pakistan. The Natural
Approach, Communicative Language Teaching, and Task-Based Language Learning explore how
different teaching methods affect language learning. Further, it explores the way of using literary
devices such as metaphors, similes, personification, and hyperbole in languages to improve
understanding and develop language proficiency. The study uses a quantitative method,
specifically structured questionnaires that were administers to fifty English language teachers in
twenty colleges. The quantitative research approach incorporates the use of descriptive statistics
with SPSS to ascertain teaching effectiveness perception, learner engagement, and literary
devices. Concerning attitudes towards different methodologies, the obstacles are presented in a
quite diverse fashion, and preferences are shifting towards the more interactive and
communicative orientations in contrast to the more grammar- and form-based approaches. This
work offers limitations to efficient language teaching which include use of creativity and proper
incorporation of figurative language. This underlines the necessity for teachers to engage in the
process of professionalism where the education approaches and teaching practices are to be
updated with the new linguistic theories and educational paradigms. Finally, the work seeks to
educate educators on the best strategies to promote language acquisition and cultural
comprehension both within and outside the classroom.