The comprehension of semantic interpretation of metaphor in the expository writing of EFL learners at Albalqa Applied University, Jordan

Abstract

The present study endeavors to investigate the learning of the comprehension of semantic interpretation of metaphor in the expository writing by EFL learners at Albalqa Applied University, Jordan. Moreover, the study attempts to see the role of mother tongue influences in the learning and comprehension of semantic interpretation of metaphor in expository writing by Jordanian EFL learners. Thereafter, the collected data on the semantic interpretation of metaphor are analyzed by using SPSS (22.0), One-Way ANOVA, and Mann-Whitney U test. The results indicate that: (1) the learners have good learning and comprehension of semantic interpretation of metaphor in the expository writing by EFL learners at Albalqa Applied University (mean = 3.25). (2) There is no significant difference between the male and female learners in their learning and comprehension of semantic interpretation of metaphor in the expository writing by EFL learners (P. = .057). (3) There is an agreement on using learning and comprehension of semantic interpretation of metaphor in the expository writing (M = 2.96). Finally, it was found that learners’ mother tongue (i.e., Arabic) has a negative effect in the course of learning and comprehension of semantic interpretation of metaphor in the expository writing by the Jordanian EFL learners at Albalqa Applied University as most of the errors were attributed to learners’ mother tongue.