Metaphorical Competence And Culture: A Correlational-Comparative Study Between ESL And EFL Learners

The cognitive view of metaphor established the importance of metaphorical competence in the field of language teaching in attaining a native-like target language fluency. Yet, regardless of the spotlight metaphorical competence from the scholars here and abroad, its application in English Language Teaching is constantly being overlooked. Following a correlational-comparative research design, this study analyses the relationship of metaphorical competence and cultural exposure through the instruments:Metaphorical Fluency Test (MFT) and English Exposure Survey (EES). Thirty participants of the study are grouped into two— the English as a Second Language (ESL) group and the English as a Foreign Language (EFL) group. The grouping of the participants assumes that ESL participants have a high degree of English cultural exposure compare with the EFL group. Results from the instruments are analysed by performing the Independent T-test and the Pearson Correlation Coefficient Test to measure the significant differences between the performances and the relationship between the metaphorical competence and English exposure through instruments of the study, respectively. Findings reveal that there is a significant difference between the results of the MFT concerning both groups and a significant relationship could be established between EFL participants'MFT and EES scores while ESL participants' MFT and EES scores failed to make a correlation due to the extensiveness of the cultural exposure to the target language. Proving that the greater the degree of English exposure a group have, will give a positively higher-level of metaphorical competence, whereas group of limited degree of English exposure are inclined to have a lower-level of metaphorical competence. Thus the study concludes that exposure to the target language's culture and linguistics plays an important role in acquiring and developing metaphorical competence that will aid in bridging the gap in order to attain a native-like English fluency without the actual immersion to the target language's country. From here, the study recommends that practitioners in ELT must develop a language curriculum embedded with practical and feasible metaphorical methods and strategies in teaching language learners.