Analysis of the impact of L1 transfer and context on comprehension of metaphorical expressions in a foreign language: a study of Azerbaijani learners of English

Date

2024-2

Author

Mammadli, Mushgunaz

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Lexical and conceptual mismatches and similarities between L1 and L2 metaphors are known to play a role in accurate interpretation. The current study aimed to reveal the impact of L1 transfer effects and context on L2 metaphor comprehension. Three different comprehension tests were administered with 121 Azerbaijani learners of English. Each comprehension test included 18 conceptual metaphors expressing emotions of anger, happiness, and sadness. Selected English metaphors were categorized into three groups according to their similarity/dissimilarity to L1 corresponding forms: Category 1 - lexically and conceptually same, Category 2 - lexically different and conceptually similar, Category 3 - lexically and conceptually different. Comprehension tests were differentiated according to the length of linguistic context provided; metaphors were presented in phrasal unit forms in Test 1 (no-context), in a short sentence in Test 2 (limited-context), and in a short dialogue in Test 3 (extended context). Comprehension scores were analyzed using One-way between-subject ANOVA design and Paired-Samples T-tests. The findings of the study showed that L1 transfer effects significantly impact EFL learners' L2 metaphor comprehension. While similarities between L2 and L1 metaphors on a lexical and conceptual level exerted a positive effect, differences impacted comprehension negatively. Regarding context, participants had the highest comprehension across all metaphor categories in the availability of a context. Extended context was found to be less important for L2 metaphors that are conceptually similar but lexically different in L1, but more important for comprehension of metaphors that have no conceptual and lexical equivalents in L1.

Subject Keywords

L2 metaphor comprehension, L1 transfer, conceptual transfer, lexical transfer, context

URI

https://hdl.handle.net/11511/108760

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Graduate School of Social Sciences, Thesis