Metaphor Comprehension Strategies among Chinese L2 Learners: Exploring the Impact of Varying Language Proficiency
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Abstract
This study investigates the strategies employed by Thai learners of Chinese as a second language (L2) to comprehend metaphors, focusing on how language proficiency shapes their approach. Using a mixed-methods design, 29 participants—ranging from beginner to advanced levels—completed metaphor interpretation tasks and provided self-reports on their comprehension strategies. These strategies were categorized into cognitive, linguistic, and contextual types, revealing distinct patterns associated with proficiency levels. Quantitative analysis showed that advanced learners more frequently used contextual cues and inferential reasoning, while beginners tended to rely on literal translation or random guess. Notably, “random guess” emerged as a significant predictor of comprehension, challenging traditional models that emphasize syntactic and semantic decoding in L2 metaphor processing. Findings suggest that metaphor comprehension among L2 learners involves a dynamic interplay of language skills, familiarity with figurative language, and adaptive strategy use. This study underscores the importance of targeted metaphor instruction in L2 education to enhance interpretative skills, especially at intermediate proficiency levels, where diversified strategy use becomes essential.
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