The Role of Conceptual Metaphors and L2 Proficiency in Cross-Language Facilitation of Idiom Comprehension

Abstract

This study investigates the role of the learners’ L1 and L2 language in the formulaic transfer between the two languages in the case of metaphorical expressions which are either based on conceptual metaphors present in both languages (CM-motivated) or are culturally-specific (CS-motivated) to either L1 or L2 context. With the aim of investigating the direction and strength of L1-L2 and L2-L1 transfers respectively, a three-part instrument was used that included a learning profile survey, an English proficiency test, and the main questionnaire consisting of 19 Croatian idioms in English (L1-to-L2 items) and 19 English idioms in Croatian (L2-to-L1 items) respectively. Results showed both direction of transfer and underlying motivation (metaphor-related (CM) or culturally specific (CS) phrase origin) influence idiom comprehension in L2 context, with better comprehension recorded in the L1-to-L2 condition. In line with the dual route model, L2 proficiency was found to have a stronger effect under the L1-to-L2 condition. This suggests L2 learners were more successful in understanding L1 idioms in L2 context with a higher rate of accuracy recorded for the CM-motivated phrases. Accordingly, lower accuracy rates were recorded for CS-motivated idioms without L1 translational equivalents, thus adding to the evidence on L2 learners’ reliance on L1 conceptual systems.