Abstract
The goal of the present study is to investigate whether the comprehension of oligosemic, i.e. culturally-specific (CS) idioms is raised with awareness of underlying conceptual metaphors (CMs) as seems to be the case with idioms motivated by metaphors (CM idioms). An experimental study was conducted involving the metaphor-aware Experimental group and the Control group which was unaware of the existence of CMs. Metaphoric awareness was achieved through brief 15 minute-long lessons on metaphor and underlying motivation. The Control participants were given general information on figurative language in order to ensure equality of input. The instrument containing 35 items was administered to both groups whereas the Experimental group was also provided the underlying CM motivation. An ANOVA test for repeated measures was used to compare CM data to CS data. There was a statistically significant effect of motivation on idiom comprehension, F(1,77)=67.203, p=.000 which suggests that CM idioms are better understood than CS idioms. The t-test results for the CS idioms indicate there is a significant difference between the Control and the Experimental group when it comes to the comprehension of CS idioms in favor of the Experimental participants; it seems the comprehension of CS idioms is raised with metaphoric awareness.
Highlights
To speak figuratively aids language speakers in more ways than one
All differences aside, our findings suggest that CS idioms, whose domains are less salient in the learners’ L1, are understood more by students with raised conceptual metaphors (CMs) awareness, i.e., the comprehension of culturally more salient expressions can be facilitated through instruction about their origin
The results show that metaphoric awareness aids the comprehension of those idioms motivated by shared CMs, and CS idioms, the motivation of which cannot be elaborated through CMs, but rather by etymological elaboration
Summary
To speak figuratively aids language speakers in more ways than one. It is widely believed that figurative language exists to serve pragmatic rather than semantic functions since it offers an ornamental, optional way of utilizing speech (Katz et al, 1998: 2). We argue that to speak figuratively benefits native as well as second and foreign language speakers inasmuch as it provides speakers with an additional way of acquiring vocabulary. It offers an insight into the culture the language originates from, which is evident in ESL and EFL contexts (Boers, 2003; Deignan, 2003; Kövecses, 2005). Before we turn to the role of culture in idiom comprehension, we will take a look at some of the conclusions drawn from research on metaphor in idiom comprehension
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