Comprehension Comprehension && interpretation interpretation of proverbs in L2of proverbs in L2

byby

Cieslicka, Anna.(2002)Cieslicka, Anna.(2002)

Rebecca ChiuRebecca Chiu

General questionGeneral question

What is the comprehension & What is the comprehension & interpretation of proverbs by L2 interpretation of proverbs by L2 learners?learners?

*Figurative language poses problems even *Figurative language poses problems even for advanced L2 learnersfor advanced L2 learners

*metaphorical in nature *metaphorical in nature (e.g., (e.g., the fish rots from the head firstthe fish rots from the head first).).

ReviewReview

*Traditional approaches

*The Extended Conceptual Base Theory (ECBT)

*The Conceptual Metaphor Hypothesis.

Traditional approachesTraditional approaches Multistage Model (Temple and Honeck, 1999)Multistage Model (Temple and Honeck, 1999)

1. Computation of the literal meaning

of the utterance

2. Determine if this literal rendering is appropriate.Contextual constraints:*immediate situation*relevant background

knowledge

3. Construct a new, figurative meaning for

the utterance

* * Numerous recent Numerous recent reaction-time studiesreaction-time studies (Kemper 1987, Gibbs 1986, Glass 1983)(Kemper 1987, Gibbs 1986, Glass 1983)have repeatedly shown that figurative have repeatedly shown that figurative utterances utterances need not take longer timeneed not take longer time to to process.process.

*Honeck (1999): the expression’s *Honeck (1999): the expression’s figurative meaningfigurative meaning is is understood understood fasterfaster than its than its literal meaningliteral meaning..

Direct Access Model:Direct Access Model: figurative meanings are figurative meanings are automaticallyautomatically accessed from memory accessed from memory

*Lima 1984, Estill & Kemper 1982:*Lima 1984, Estill & Kemper 1982: Lack of differenceLack of difference between literal and between literal and figurative processing time figurative processing time

Parallel Model:Parallel Model: both literal and figurative meanings are both literal and figurative meanings are generated generated independently and simultaneously.independently and simultaneously.

Recent experimental literature in proverbs:Recent experimental literature in proverbs:

• Familiar proverbs can take less time to comprehend than their literal paraphrases

• The process of novel proverbs, when presented in context, need not require additional process time

Purpose of Current WorkPurpose of Current Work

**Which of the opposing theories (EBCT vs. CMH) offers a better explanation for L2 proverb comprehension?

*By replicating Gibbs’ proverb study: How do bilingualisms perform on a mental imagery task?

Two contrasting accounts: Two contrasting accounts:

* * Extended Conceptual Base Theory (EBCT):Extended Conceptual Base Theory (EBCT): -emerging from -emerging from multistage modelmultistage model -a problem-solving process -a problem-solving process

* * Conceptual Metaphor Hypothesis (CMH):Conceptual Metaphor Hypothesis (CMH): Proverbs are based on image Proverbs are based on image schemas or built-inschemas or built-in metaphorsmetaphors which can be automatically accessed. which can be automatically accessed.

Extended Conceptual Base TheoryExtended Conceptual Base Theory(Honeck, Riechmann and Hoffman, 1975)(Honeck, Riechmann and Hoffman, 1975)

1. Problem recognition phase2. Literal transformation phase3. Figurative phase4. Instantiation phase

A peacock should frequently look at its legs.

Conceptual Metaphor Hypothesis (CMH):Conceptual Metaphor Hypothesis (CMH):• Originates from Lakoff and Turner’s

Great Chain Metaphor Theory (1989):

• Gibbs, Johnson & Colson (1996)conceptual mapping

one specific-level schema from the source domainonto

a generic-schema from the target domain.

One rotten apple spoils the whole barrel

Bad people

Gibbs’ study (1997)Gibbs’ study (1997)

*Subjects: 24 undergraduates*Subjects: 24 undergraduates

*Material & Procedure: *Material & Procedure: -participants were presented a questionnaire -participants were presented a questionnaire asking them to write down mental images asking them to write down mental images (16 proverbs from (16 proverbs from Penguin Dictionary of ProverbsPenguin Dictionary of Proverbs))

-participants answer -participants answer two yes-no questions two yes-no questions two open-ended questions two open-ended questions

• A rolling stone gathers no moss.• Too many cooks spoil the broth.• Don’t throw the baby out with the bathwater.• The early bird catches the worm.• One rotten apple spoils the whole barrel.• Those who live in glass houses shouldn’t throw stones.• Don’t put all your eggs in one baskets.• Let sleeping dogs lie.• You can lead a horse to water, but you can’t make them

drink.• Look before you leap.

A rolling stone gathers no mossA rolling stone gathers no moss• Yes-no question

– Intentionality Does the stone roll out of its own will or because so

mebody else made it do so?– Stopability of the action Once the stone starts rolling, is it easy to stop it?

• Open-ended question– Causation of the action

• What caused the stone to start rolling? – Manner

• How does the stone roll? Quickly or slowly?...

**RationalRational

Intentionality, Stopability, Causation, mannerIntentionality, Stopability, Causation, manner -- central characteristics of one’s knowledge -- central characteristics of one’s knowledge of objects and events in the real world of objects and events in the real world

*Results*Results Mental images were consistent and detailed Mental images were consistent and detailed

A rolling stone gathers no mossA rolling stone gathers no moss::One round or smooth stone, rolling down a grassy hillside One round or smooth stone, rolling down a grassy hillside and bouncing around on a bumpy road down the slope.and bouncing around on a bumpy road down the slope.

Proportion of consistent responses

Type of question L2 mental imagery Gibbs et al.’s study

General image 56% 89%

Stopability 53% 68%

Intentionality 68% 87%

Causation 70% 83%

manner 63% 86%

Gibbs claimed:Gibbs claimed:

*People tacitly use pervasive conceptual *People tacitly use pervasive conceptual metaphors in order to understand figurative metaphors in order to understand figurative meanings of proverbsmeanings of proverbs

Current Study

Method:*Subjects. 30 Polish students of English (3rd year students at Adam Mickiewicz University.)

*Material & Procedure.A list of 10 proverbs( taking from Gibbs et al.’s 19970 mental imagery task.)

Subjects were presented with a questionnaire starting with a proverb-definition-matchin

g task

Describe their mental image for each proverb

Answer four probe questions about causation, intentionality, manner, and stopability of the actions depicted in each proverb (two yes-no questions, and two open-

ended questions)

Proportion of consistent responses

Type of question L2 mental imagery Gibbs et al.’s study

General image 56% 89%

Stopability 53% 68%

Intentionality 68% 87%

Causation 70% 83%

manner 63% 86%

• Mental image:– 2 judges compared the participants’ description with the appropri

ate general schema for the proverb.• Stopability

– Once the stone starts rolling, is it easy to stop it? stoppable:7

unstoppable:2175%

• Intentionality– Does the stone roll out of its own?

intentional:11unintentional:13other:446%

• Overall, the bilingual participants only yield 56% similar image schemas, compared to Gibbs’ 89% of consistence. It shows a significant less degree of consistence.

DiscussionDiscussion

• Generally, L2 learners’ performance not as good as that of native speakers

• Bilingual learners have not yet fully developed the essential links between conceptual metaphors and figurative meanings of the proverbs

DiscussionDiscussion• Gibbs’ assumption:

– high degree of consistency should be attributed to the conceptual metaphors motivating figurative meanings of proverbs.

– The author suggested more caution in drawing direct conclusions about the presence of conceptual metaphors

• The mental imagery task: rely more on post-access analytical mechanisms than on immediate on-line processes

• Many of the responses provided by the L2 participants indeed indicate a possibility that L2 learners’ proverb comprehension within the framework of the ECBT (problem-solving task).

Time is money• Mary was worried about her upcoming linguistic exam.• The final was in two weeks, and she was not ready for it.• She had wasted countless hours that should have been spent

studying.• With so little time left, she would have to get started right away.• She set up a strict schedule for herself and budgeted her time

carefully.• Mary spent almost every spare minute studying.• When she took the test, she could tell the time had been well

spent.

conclusive sentence:• Her investment had paid off. (Schema-matching version)• Her hours spending on the work is worthwhile. (Neutral version)

• Her investment had not paid off. (Schema-matching version)• Her hours spending on the work is not worthwhile. (Neutral

version)

Reaction Times (RTs) and Error RatesReaction Times (RTs) and Error Rates

Matching versionMatching version Neutral versionNeutral version

RTRT % error% error RTRT % error% error

Native Native speakerspeaker

782 18 786 18

Chinese Chinese speakerspeaker

845 25 832 20

DiscussionDiscussion• overall results: different version of yes/no question do not yield

significant different process time=> confirm with the results of previous experimental studies: – with appropriate context, metaphorical statement do not

necessarily take longer process time, – sometimes even shorter, especially with conventional

metaphors (high frequency or high familiarity)• English L1 speakers: whether the question is phrased in the

neutral or schema-matching version doesn’t make a big difference for the outcome

• L2 learners: the results are quite different – owing to different /unfamiliar with the English metaphor

schemas, L2 learners process literal sentences faster than the metaphorical ones

• Application on L2 pedagogy: the need to emphasize the extra training in metaphor recognition for L2 students.

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