Does Embodiment of Verbs Influence Predicate Metaphor Processing in a Second Language? Evidence From Picture Priming

Abstract

Distinct from nominal metaphors, predicate metaphors entail metaphorical abstraction from concrete verbs, which generally involve more action and stronger motor simulation than nouns. It remains unclear whether and how the concrete, embodied aspects of verbs are connected with abstract, disembodied thinking in the brains of L2 learners. Since English predicate metaphors are unfamiliar to Chinese L2 learners, the study of embodiment effect on English predicate metaphor processing may provide new evidence for embodied cognition and categorization models that remain controversial, and offer practical insights into L2 metaphor processing and pedagogy. Hence, we aim to investigate whether the embodiment of verbs, via the activation of sensorimotor information, influences two groups of L2 learners during their comprehension of conventional and novel predicate metaphors. The results show a significant effect of embodiment: a stronger facilitation for novel predicate metaphors in both higher-level and lower-level groups, and a weaker facilitation for conventional predicate metaphors in the lower-level group. The findings demonstrate preliminary evidence for a graded effect of embodiment on predicate metaphors processing, modulated by L2 proficiency and metaphor novelty. The study supports a hybrid view of embodied cognition and reveals that sensorimotor aspects of verbs may be the intermediate entity involved in the indirect categorization.

Can second language metaphorical competence be taught through instructional intervention? A meta-analysis

“…Verbal metaphors are processed via simulation and abstraction, and their meaning is linked with the phrase's meaning (Li et al, 2022 ). Learners often rely on their native language, using the familiar concepts in the native language system to project the corresponding categories in the second language learning (Feng and Zhou, 2021 ; Noor et al, 2022 ).…”

Are schematic diagrams valid visual representations of concepts? Evidence from mental imagery in online processing of English prepositions

“…Compared to the abundant research on L1-based embodied mental imagery, there are significantly fewer studies on L2 mental imagery (Feng & Zhou, 2021;Vukovic & Williams, 2014;Wheeler & Stojanovic, 2006). Similar to the patterns of L1 mental imagery, both compatibility (Ahn & Jiang, 2018;Dudschig et al, 2014;Koster et al, 2018;Tomczak & Ewert, 2015) and interference effects (Bergen et al, 2010;Buccino et al, 2017;Vukovic & Williams, 2014;Wheeler & Stojanovic, 2006) have been found in L2 mental imagery research.…”

The role of embodied cognition in action language comprehension in L1 and L2

“…19 , 24 ; cf. also 25 , 26 ] such as culture-specific factors 27 – 29 , the structure of a specific language and differences in the concreteness and conventionality of stimuli 30 , the proficiency, automaticity and the level of competence of a second language 31 , the age of acquisition 32 and the exposure to L2 environments 33 , 34 . Some studies comparing English and Chinese languages show interesting results in terms of the link between embodiment and L2.…”

“…Some studies comparing English and Chinese languages show interesting results in terms of the link between embodiment and L2. Su et al 35 and Feng et al 30 use priming experiments to show that embodied simulation plays a significant role in L2 comprehension and includes both literal and metaphorical sentences. Moreover, its influence appears to be directly proportional to the novelty of the metaphor.…”