JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/JCER.v10i9.15691ArticleA Q-Methodology Research on College Students’ Cognitive Types of English Grammar from the Perspective of Cognitive Metaphorhttps://artdesignp.com/journal/JCER/10/9/10.26689/JCER.v10i9.15691HuanFang,DaiFurong,MaLuyao20261092026-09-30As the structural core of language systems, grammar lays the foundation for linguistic communication and thought organization. Its acquisition process profoundly reflects learners’ internalization and conceptual construction of linguistic rules. From the perspective of cognitive linguistics, grammar is regarded as a cognitive outcome and a problem-solving tool derived from language use and evolving dynamically along with cognition. Grammar acquisition is more than memorization of formal rules; it is a process of restructuring cognitive structures and forming conceptual systems [1]. Therefore, exploring how grammar can be effectively transformed from formal knowledge into cognitive schemas has become a core issue in foreign language teaching research. As a core thinking mode that interprets abstract concepts through mapping from source domains to target domains, cognitive metaphor theory provides a powerful analytical perspective for exploring this mechanism, especially regarding the specific functions of metaphorical mapping in conceptualization [2]. Though existing studies have touched upon the cognitive dimension of grammar acquisition, they have not systematically explored the internal cognitive mechanisms through which learners construct grammatical concepts. Against this background, this paper adopts cognitive metaphor theory as the theoretical framework and employs Q methodology to deeply reveal college students’ metaphorical cognitive types of English grammar and their structural characteristics. This research focuses on three research questions: (1) What typical shared conceptual patterns exist in college students’ metaphorical cognition of English grammar? (2) What characteristic differences do different conceptual patterns display in metaphor preferences and cognitive structures? (3) Are there internal correlations among various conceptual patterns, and do cross-group consensual understandings exist? This study intends to provide theoretical enlightenment and practical paths for shifting grammar teaching from form-oriented to cognition-adaptive modes.Cognitive metaphor theory, English grammar, Metaphorical cognition, Concept construction, Q methodology

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