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Turkish EFL learners’ interpretation of metaphors

Turkish EFL learners’ interpretation of metaphors AbstractThis study investigated Turkish EFL learners’ conceptual socialization in terms of their interpretation of English metaphors in three categories; a) conceptually and linguistically similar, b) conceptually similar, linguistically different, and c) conceptually and linguistically different metaphors. Data were collected through sentence level and situation-based tests. Learners’ responses were analyzed by comparing them to the native English speakers’ (NES s). Findings indicated that Turkish EFL learners could only benefit from the situational information when the metaphors were either conceptually or linguistically similar, and their performance differed very much from NES s in terms of correct interpretation of the metaphors. These results underline EFL learners’ lack of exposure to target culture and interaction with native speakers and thus the importance of non-native English speaking teachers (NNEST s) in EFL contexts as the most valuable source of the target language conceptual system. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Review of Pragmatics Brill

Turkish EFL learners’ interpretation of metaphors

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Publisher
Brill
Copyright
Copyright © Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1877-3095
eISSN
1877-3109
DOI
10.1163/18773109-01401004
Publisher site
See Article on Publisher Site

Abstract

AbstractThis study investigated Turkish EFL learners’ conceptual socialization in terms of their interpretation of English metaphors in three categories; a) conceptually and linguistically similar, b) conceptually similar, linguistically different, and c) conceptually and linguistically different metaphors. Data were collected through sentence level and situation-based tests. Learners’ responses were analyzed by comparing them to the native English speakers’ (NES s). Findings indicated that Turkish EFL learners could only benefit from the situational information when the metaphors were either conceptually or linguistically similar, and their performance differed very much from NES s in terms of correct interpretation of the metaphors. These results underline EFL learners’ lack of exposure to target culture and interaction with native speakers and thus the importance of non-native English speaking teachers (NNEST s) in EFL contexts as the most valuable source of the target language conceptual system.

Journal

International Review of Pragmatics – Brill

Published: Feb 22, 2022

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