jlr

Dilbilim Araştırmaları Dergisi

1300-8552 2587-0939

Dilbilim Derneği

10.18492/dad.725338

Processing of Metaphoric Language in Native Language and Second Language: A Self-Paced Reading Study

Anadilinde ve İkinci Dilde Metaforik Dilin İşlemlenmesi: Öz-İlerlemeli Okuma Çalışması

Özkan

Sümeyra

YÜZÜNCÜ YIL ÜNİVERSİTESİ Aygüneş

Mehmet

İSTANBUL ÜNİVERSİTESİ Dikmen

Merve

İSTANBUL MEDİPOL ÜNİVERSİTESİ

06 28 2020

31 1 101 122 04 22 2020 06 20 2020

1990

Journal of Linguistics Research

This study aims to see whether any difference between native language speakers (L1) and second language speakers (L2) exists in terms of the processing of expressions containing different levels of figurative meaning (literal, conventional metaphors, novel metaphors and semantically anomalous) and metaphor types that reflect different cognitive functions (orientational metaphors, ontological metaphors and structural metaphors). To this end, self-paced reading was used in the study. It was observed that the processing of novel metaphors and anomalous expressions, as they contain figurative meaning, took longer than literal expressions and conventional metaphors. It was found that the processing pattern was the same in both L1 and L2 groups. These findings support the view suggesting that the figurative expressions and literal expressions are interpreted in parallel / in equal time (Glucksberg, 2003; McElree and Nordlie, 1999), and oppose the one that metaphors which are perceived as conventional by L1 speakers, can be perceived as novel metaphors by the L2 group (Mashal et al. 2015; Türker, 2016). In terms of metaphor types, while there was no difference in the processing of metaphors of different types in the L1 group, it was observed that the orientational metaphors in the L2 group took longer to process than ontological metaphors and structural metaphors. It is thought that orientational metaphors will cause an additional cognitive load in L2 group because of the possible reasons such as a) orientational metaphors’ providing less conceptual structure for target concept, b) L2 group’s differences in their L1 and L2 in terms of manner features c) the differences in the use of visual imagery in L1 and L2 to process the orientational metaphors.

Bu çalışmanın amacı; farklı düzeyde Metaforik anlam içeren ifadelerin (düz anlamlı ifadeler, kalıplaşmış metaforik ifadeler, yeni metaforik ifadeler ve anlambilimsel açıdan bozuk ifadeler) ve farklı bilişsel işlevleri yansıtan Metafor Tiplerinin (yön metaforları, varoluşsal metaforlar ve yapısal metaforlar) işlemlenmesinde anadili (D1) ve ikinci dil (D2) konuşucuları arasında bir işlemleme farklılığı olup olmadığını belirlemektir. Bu amaç çerçevesinde çalışmada öz-ilerlemeli okuma yöntemi kullanılmıştır. Çalışmada Metaforik anlam içerme açısından yeni metaforik ifadeler ve anlambilimsel bozuk ifadelerin işlemlenmesinin düz anlamlı ifadeler ve kalıplaşmış metaforik ifadelerden daha uzun sürdüğü belirlenmiştir. İşlemleme örüntüsünün ise D1 - D2 gruplarında aynı biçimde oluştuğu belirlenmiştir. Bu bulgular metaforik ifadeler ile düz anlamlı ifadelerin paralel/eş zamanlı yorumlandığını öne süren görüşü (Glucksberg, 2003; McElree ve Nordlie, 1999) desteklemekte ve D1 açısından kalıplaşmış metaforların D2 grubu açısından yeni metafor olarak algılanabileceği görüşünü (Mashal vd., 2015; Türker, 2016) zayıflatmaktadır. Metafor Tipleri açısından ise, D1 grubunda metafor tiplerinin işlemlenmesinde bir farklılık oluşmazken D2 grubunda yön metaforlarının varoluşsal metaforlardan ve yapısal metaforlardan daha uzun işlemleme süresine sahip olduğu gözlenmiştir. Yön metaforlarının a) hedef kavram açısından daha az kavramsal yapı sunması, b) D2 grubunun D1 ve D2’lerinde tarz özellikleri açısından farklıklar göstermesi c) D1 ve D2’de çözümlenmesinde görsel imgelerin kullanımı açısından farklılıklar içermesi gibi olası nedenlerin D2 grubunun yön metaforlarını işlemlemesinde ek bir bilişsel yüke neden olabileceği düşünülmektedir.

Kavramsal metaforlar metafor işlemleme ikinci dil edinimi öz ilerlemeli okuma

Conceptual metaphors processing of metaphors second language acquisition self-paced reading

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