The Impact of L1 Metaphorical Comprehension on L2 Metaphorical Comprehension of Iraqi EFL Learners

Oct 15, 2026

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Research examines how Iraqi EFL secondary-school learners’ metaphorical comprehension in L1 influences their metaphorical comprehension in L2. The study applies Conceptual Metaphor Theory (Lakoff and Turner) and Cummins’ Linguistic Interdependence Hypothesis, using a self-administered questionnaire with Arabic and English proverb items and multiple-choice distractors. Data from 252 participants shows that higher Arabic metaphor skill predicts better English metaphor performance. The work supports syllabus designers by highlighting L1 cognitive-skill development for improved L2 metaphor understanding.

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Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | The Impact of L1 Metaphorical Comprehension on L2 Metaphorical Comprehension of Iraqi EFL Learners
Mahmoud Arif*, Imran Ho Abdullah
School of Language Studies and Linguistics, FSSK, Universiti Kebangsaan Malaysia Corresponding Author: Mahmoud Arif, [E-mail: mahmoud.ariff@yahoo.com](E-mail: mahmoud.ariff@yahoo.com) | | | --- | --- | | ARTICLE INFO | ABSTRACT
The major goal of this research is to investigate learners’metaphorical comprehension in L1 and its effect on the metaphorical comprehension in L2 by Iraqi EFL learners at secondary school. In which, they encounter difficulties understanding English texts and lectures, primarily when metaphor is included, which leads to themisunderstanding of some or even the whole material. To this end, the research will utilize the ‘Conceptual Metaphor Theory’by George Lakoff and Mark Turner (1980), and Cummins’ Linguistic Interdependence Hypothesis (1979) . The type of the survey of the data collection is a self-administered questionnaire. The questionnaire is classified into two divisions: the demographic part that gives a general background of the participants, and the part that includes 30 Arabic metaphoric proverbs and other 30 English proverbs. Each proverb is followed by four distractors from which a participant is required to choose the correct meaning for a certain proverb. The questionnaire was administered to 252 Iraqi convenience sampling. The findings showed that the participants who are more skilled in Arabic metaphor performed better in English metaphor. In addition to the significance of this study to the literature where, up to the researcher knowledge, no study has tackled the effect ofthe L1 on L2 in the Iraqi context, it presents a pedagogical contribution. In which, the study will draw the attention of the syllabus designers to the significance of developing cognitive skills of learners in L1 to achieve a better cognitive skills in L2 . | | Article history
Received: May 12, 2017
Accepted: July 15, 2017
Published: August 31, 2017
Volume: 8 Issue: 4
Advance access: August 2017 | | | Conflicts of interest: None
Funding: None | | | Key words:
Metaphor Performance,
Metaphor Comprehension, Linguistic Interdependence Hypothesis,
Common Underlining Proficiency, EFL Learners,
Arabic EFL Learners | | INTRODUCTION Many scholars side with the point of view that the lack of metaphor competence in L2 is the lack of significant and big amount of L2 . Such lack negatively affects the language outcomes when learners miss the comprehension ofthe L2 . Many studies tackled the difficulties that face L2 learners and announce it as a problematic and challenging area (De Cunha, 1993; Nacey, 2010; Aardal, 2014) . Most of these studies dealt with either production or recognition of metaphor in L2 and many facets were involved. However, up to date, there is no study investigates the effect of transferring cognitive skills represented by metaphor from L1 to L2 in the Arabic context as related to the English context. This research examines the Iraqi EFL learners’ L1 metaphorical competence in relation to their L2 metaphoric competence. To this end, the current study applies two theories: the first is the ‘Conceptual Metaphor Theory (CMT) by Lakoff and Johnson (1980), and the second is the ‘Linguistic Interdependence Hypothesis’ (LIH) by Cummins (1979) . The rational for this research is that Iraqi EFL learners still facing difficulties in comprehending many English language contexts and it is more obvious when it is related to contexts that are more loaded with metaphorical expressions than oth- er contexts. An example to such case, a lecturer may notice that his/her students raise their hands for a permission to ask him/her the meaning of a certain context when it is metaphorical one. This issue is conductive to ask the question that‘Wh

FAQs

What is the main research goal of the study?

To investigate learners’ metaphorical comprehension in L1 and determine its effect on metaphorical comprehension in L2 among Iraqi EFL learners.

What theories guide the research?

The study uses Conceptual Metaphor Theory by Lakoff and Turner and Cummins’ Linguistic Interdependence Hypothesis.

How was the questionnaire designed and administered?

It used a self-administered questionnaire with a demographic section plus proverb items: 30 Arabic and 30 English proverbs, each followed by distractors to select the correct meaning.

Oct 15, 2026

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