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ORIGINAL RESEARCH article

Front. Lang. Sci.
Sec. Psycholinguistics
Volume 4 - 2025 | doi: 10.3389/flang.2025.1497066

Text Leads, Images and Videos Follow: The Impact of Processing Paths and Input Modalities on Metaphorical Competence in Chinese Foreign Language Learners

Provisionally accepted
Siyun Li Siyun Li 1Yang Zhao Yang Zhao 2*
  • 1 Macau University of Science and Technology, Taipa, Macao, SAR China
  • 2 Peking University, Beijing, Beijing Municipality, China

The final, formatted version of the article will be published soon.

    Introduction: Metaphorical competence is crucial in the accurate and authentic use of a second language. Processing paths (rational processing verses contextual guessing) and input modalities (unimodal verses multimodal) are major factors that may influence learners' metaphorical acquisition.This study explored how these variables relate to influence Chinese foreign language (CFL) learners' metaphorical competence. Methods: Advanced CFL participants (N=60) were divided into four groups using combinations of various processing paths (rational processing and contextual guessing) and input modalities (unimodal and multimodal), and subsequently completed three posttests. The data were subjected to correlation analysis using SPSS software. Results: Rational processing excelled in metaphor comprehension competence (MCC), particularly with unimodal input, although metaphor production competence (MPC) showed an overall decline, especially in multimodal conditions; the rational processing path significantly outperformed the contextual guessing path in the immediate posttest in the three delayed posttests, but the effect diminished over time; Using the rational processing path, test times significantly affected MCC, whereas, MPC was affected by input modality and test times; Using the contextual guessing path, test times significantly affected MCC; With unimodal input, processing paths and test times significantly affected MCC, whereas processing paths affected MPC; With multimodal input, test times significantly affected MCC. MCC increased with time, whereas MPC decreased. Discussion: This research confirms the applicability of Depthof-processing Theory, Cognitive Load Theory, and spaced learning strategies in enhancing

    Keywords: Chinese Idioms, rational processing, contextual guessing, input modality, metaphorical competence

    Received: 16 Sep 2024; Accepted: 23 Jan 2025.

    Copyright: © 2025 Li and Zhao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yang Zhao, Peking University, Beijing, 100871, Beijing Municipality, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.