Cognitive Processing of Figurative Language: A Study of Reading Strategies Employed by EFL Learners for Metaphorical Interpretations

Abstract

The present study investigated the cognitive processing of figurative language among intermediate-level EFL learners, with particular focus on the reading strategies employed during metaphor comprehension and the influence of first-language (L1) conceptual knowledge, contextual understanding, and vocabulary proficiency on metaphor processing. A convergent parallel mixed-methods design was employed within a pragmatic paradigm. Quantitative data were collected from 150 intermediate-level EFL learners through a Reading Strategy and Metaphor Comprehension Questionnaire and a metaphor comprehension test, while qualitative data were obtained through semi-structured interviews with six purposively selected participants. Quantitative data were analyzed using descriptive and inferential statistics, whereas interview data were examined through thematic analysis. The findings showed that learners employed a range of cognitive, metacognitive, and support strategies. Contextual inferencing, prior-knowledge activation, rereading, comprehension monitoring, dictionary use, and online resources were among the prominent strategies reported by participants. The convergence of quantitative and qualitative findings suggests that metaphor comprehension is a multidimensional cognitive process involving strategic reading, contextual interpretation, conceptual knowledge, and linguistic resources. The study highlights the importance of developing strategic and context-sensitive approaches to metaphor instruction in intermediate-level EFL classrooms.