Abstract: This study contribute to the field of translation education by proposing innovative strategies for integrating metaphor translation instruction within the context of literary text reading courses. Utilizing a cognitive linguistic approach, the analysis underscores the fundamental role of metaphor translation in literary interpretation. Building upon Krashen's monitor model, specifically the input hypothesis, acquisition-learning distinction, monitor hypothesis, natural order hypothesis, and affective filter hypothesis, the study formulates a set of academically rigorous instructional methods aimed at enhancing students'metaphor translation capabilities. These methods emphasize the importance of both the quality and quantity of linguistic input, as well as the influence of students'emotional states on the translation process, thereby advancing the traditional paradigm of literary text reading and translation instruction.

Key words: Monitor model, Cognitive metaphor, Translation teaching, Innovative research, English reading lessons, Second language acquisition