Turkish EFL learners’ interpretation of metaphors: A study on conceptual socialization

Abstract

The aim of this study was to investigate the conceptual socialization of Turkish EFL learners in terms of their interpretation of English metaphors. In this respect, the similarities and differences between native English speakers and Turkish EFL learners in their interpretation of metaphors were analyzed by looking at their performance in three categories of metaphors; a) conceptually and linguistically similar, b) conceptually similar, but linguistically different, and c) conceptually and linguistically different metaphors. The role of two other variables (presenting the situational context and EFL learners' familiarity with the metaphors) on their interpretation of metaphors were also examined. The participants consisted of two groups; 38 Turkish advanced level EFL learners and seven native English speakers. In this mixed-methods study, data were collected through a familiarity scale (FAMscale) and two metaphor tests called sentence level test (SLT) and situation-based test (SBT) including all three categories of metaphors. Data analysis was accomplished by scoring the EFL learners’ responses to metaphor tests according to the baseline of correct response by the native English speakers and analyzing the results according to the research questions. The results of the analyses showed that presenting the metaphors in context did not have a significant role in Turkish EFL learners’ interpretation of metaphors. However, conceptual and linguistic similarities and differences played a significant role in their interpretation. Familiarity with the metaphors did not play a significant role in their interpretation of metaphors as well. Moreover, Turkish EFL learners differed very much from native English speakers regarding correct metaphor interpretation although they are advanced level learners. These findings indicated that Turkish EFL learners’ conceptual socialization into English was not sufficient due to lack of exposure to the English conceptual system and enough interaction with native speakers. Based on the findings mentioned above, this study suggested that, in order to promote conceptual socialization in EFL context, teachers can emphasize cultural differences to raise awareness, and conceptual and linguistic similarities and differences between the L1 and the TL, and they can draw explicit attention to metaphors in class by creating opportunities for the students to practice the language as a good source of the target language conceptual system.