This paper focuses on the first type i.e. Grammatical metaphor is divided into two broad areas: ideational and interpersonal.

Scientific Texts are generally concentrated on highly technical terms, and they are troublesome to understand due to their complexity in forms and meanings. The paper identifies the obstacles Chinese EFL learners most frequently face when developing the resources of incongruent language to cohesively structure their texts in nominally-oriented, lexically dense, cause and effect networks, providing insights into how an EFL classroom may better equip learners to develop these critical resources. These detailed pathways are informed by quantitative patterns of frequency and variation, and qualitative patterns of metaphorical control, or the degrees of completeness and control over a reconstrual, and metaphorical enrichment, the degrees of technicality, formality and meanings committed to the metaphor (Liardét, 2013, 2014a). This close diachronic examination of learners’ use of experiential GM reveals salient patterns of deployment and maps detailed pathways of development. This corpus-assisted, longitudinal study of Chinese learners’ exposition texts combines the delicate descriptions of Systemic Functional Linguistic (SFL) with the empirical resources of Corpus Linguistics, resulting in a detailed mapping of learners’ development informed through a multi-dimensional framework of GM analysis. This study maps 130 Chinese EFL learners’ development of academic literacy through a focused examination of grammatical metaphor (GM), the key linguistic resource for achieving the language valued in the academy (Christie, 2002a Christie & Derewianka, 2008 Halliday, 1994).

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