摘要：This paper aims to explore grammatical metaphor (GM) from a theoretical perspective. In order to achieve this, the paper firstly presents two models that theorize GM, namely the stratal model (Halliday, 1985a, 1988, 1998; Martin, 1992a, 1993b; Halliday & Martin, 1993) and the semantic model (Halliday & Matthiessen, 1999). GM types and instances show differences according to the model that theorizes GM; the paper, therefore, will explore the types and instances of GM. This will be followed by research studies that investigated the development of GM in language development and language education in order to present how GM theorization has been applied in literature. Finally, the paper will recount of a recent research study (Devrim, 2013) that aimed to develop an approach to teaching GM using an integrated model. The paper will conclude with a discussion and pedagogical implications for researchers and educators. Electronic supplementary material The online version of this article (doi: 10.1186/s40554-015-0016-7 ) contains supplementary material, which is available to authorized users.
