From Context-Free to Context-Embedded: A Comparative Study on the Interpretation of Metaphors in Sentence-Level and Situation-Based Tests in Saudi EFL Learners

Abstract

This research delved into the understanding of metaphoric competence among Saudi EFL learners, particularly in the context of situational contexts, linguistic and conceptual similarities, and differences. With a backdrop that accentuates the significance of metaphors in language proficiency, the study addressed the lack of attention to metaphoric competence in EFL settings, especially in Saudi Arabia. The study embraced a quantitative paradigm, utilizing a cross-sectional design, and engaged a sample of 94 Saudi EFL students. Data was collected through instruments such as the Receptive Language Proficiency Test, Receptive Metaphoric Competence Test (R-MC), and Familiarity Scale (FAMscale). Key findings indicated a notable difference in students' scores between sentence-level tests (SLT) and situation-based tests (SBT) about the interpretation of metaphors. Furthermore, significant differences emerged among three linguistic and conceptual categories of metaphors for both SLT and SBT. In essence, the research underscored the paramount role of situational context and linguistic-conceptual nuances in influencing EFL learners' metaphoric interpretations. The study underscores the important differences in Saudi EFL learners' interpretations of metaphors across varied linguistic and conceptual categories. These findings advocate for targeted pedagogical approaches in EFL curricula that emphasize the integration of linguistically and conceptually congruent metaphoric expressions, paving the way for enhanced comprehension and proficiency among learners.