The current article investigates teachers’ metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers’ perception of the students, and the teachers’ self-perception. To do so, we have adopted a mixture of qualitative and quantitative methods.

Drawing on the work of Vinay and Darbelnet, A Methodology for Translation, (2004,128)[1] this article discusses the translator’s behavior in a particular situation during translation. While syntax and lexical structures are among the very important stylistic and internal verbal factors that affect the translator's attitude towards the source text materials; sociocultural, politics, and diplomatic interests are among the very important external non-verbal factors that influence the methodology of the translator’s behavior.