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This study tackles the modern field of study of ‘multimodal metaphors’. It aims at exploring the ability of Iraqi M.A. EFL learners in perceiving multimodal metaphors; identifying the importance of text mode in multimodal metaphors; and detecting whether the different types of multimodal metaphors show any differences/similarities in terms of interpretability. To achieve its aims, this study hypothesizes that; a high rate of Iraqi M.A EFL learners can't understand multimodal metaphors; in multimodal metaphors, text mode has an effective role in manifesting the meaning; multimodal metaphor species vary in terms of their easiness or hardness of their understanding. Twenty samples of Advertisements, Caricatures, Social media and Social issues are collected from different internet resources, and then analysed qualitatively and quantitatively. With respect to qualitative analysis, where Fauconnier and Turner's Conceptual Blending Theory (2002) is used. In regard to the quantitative the analysis, the study conducts a questionnaire to investigate statistically the ability of the Iraqi M.A. learners' perception of multimodal metaphors. The study concludes that a great deal of Iraqi M.A. learners couldn't understand multimodal metaphors unless they use the text medium which shows the importance of the text in multimodal metaphors.
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