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We end our paper with a few remarks about the limitations of our study and indicative teaching implications that will make figurative language instruction in Greek as an L2 more fruitful.
Lastly, we did not take into consideration language instructors' beliefs regarding Greek metaphor teaching, we did not examine thoroughly the structure of the textbooks used with respect to figurative language instruction (although intuitively we are aware of the scarcity of figurative language items in many Greek as an L2 textbooks), the context within which our partic- ipants live and use Greek and the potential effect of variables, such as cognitive style, instructional method and age.
Given that the 2013 Greek as an L2 Curriculum places figurative language instruction at B2 (for metaphors) and C1 and C2 (for idioms) (Antonopoulou et al.
It is expected that raising Greek language instructors' attention to such topics can provide them with the background and the necessary skills so as to foster figurative language instruction.
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