عنوان مقاله:

نویسندگان:

Javad Alipour، Maryam Ranjbar

While there is consensus that bilingualism is conducive to cognitive advantage (Bialystok, 2009), the metaphorical competence of bilinguals, a possible indication of such an advantage in a content-embedded context, has received much less attention (de bot, 2017). The present study compared bilingual and monolingual EFL learners in terms of understanding figurative meaning. We also made an attempt to examine the correlation of a number of independent factors with comprehension of figurative meaning. 198 Persian-Turkish bilinguals, 65 Persian and 200 Turkish monolingual EFL learners participated in the study. A one-way analysis of variance was used to explore the differences between the three groups in understanding metaphorical meaning. A regression analysis was conducted to answer the second research question. The bilinguals showed a significant difference in their ability to understand figurative meaning. This study suggests that bilingual L3 learners have an edge in understanding metaphors which reflects a cognitive advantage on the part of bilinguals. It was also indicated that the specific training of such cognitive functions can lead to domain-general applicability. Bilingualism seems to play a facilitative role in the appreciation of metaphorical meaning.

Bilingualism, metaphors, figurative meanings, bilingual advantage, monolinguals and bilingual

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Alipour، Javad، Ranjbar، Maryam، 1398، A metaphorical advantage for bilingual children in L3 acquisition? Understanding figurative meaning by bilingual (Persian-Turkish) and monolingual (Persian) EFL learners.، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505874