International Open Access Journal Platform

Metaphorical Competence in Chinese EFL learners

--

Language and Cognitive Science / 2019,5(1): 35−64 / 2019-08-26 627 804

View Download PDF

• Authors: Jie      Tang     
• Information:

  School of Language Studies, Nanjing Audit University, Nanjing, China

• Keywords: gender; individual variables; language proficiency; metaphor identification; metaphor interpretation; metaphor production
• --
• Abstract: This article examines the possible relationship between Chinese EFL learners’ metaphorical competence (MC) and their language proficiency and gender based on empirical studies of 110 Chinese EFL male and female students. Emphasizing the importance of context in understanding metaphors and the multifaceted connotation of MC, the study describes three facets of MC: (i) the ability to identify and interpret metaphors in context, (ii) fluency of metaphor interpretation, and (iii) originality of metaphor production. SPSS 16.0 was run to analyze the collected data of MC tests and language proficiency test CET Band 4. The results demonstrate that female Chinese EFL learners were significantly better at identifying and interpreting metaphors than their male counterparts especially in context, while their ability to produce creative metaphors did not significantly surpass that of the males. I also found that the participants’ language proficiency was significantly related to identifying and interpreting metaphors in context and the fluency of metaphor interpretation. It was not, however, significantly related to the ability to produce creative metaphors. EThe results are elucidated, and the implications of these findings are discussed.
• --
• DOI: https://doi.org/10.35534/LCS201905003
• Cite: Jie Tang．Metaphorical Competence in Chinese EFL learners［J］．Language and Cognitive Science，2019，5（1）：35−64．