The influence of conceptual differences on processing taboo metaphors in the foreign language

In this paper, we analyze to what extent well developed multilingualism goes hand in hand with an adequate integration of conceptual differences between the different languages, with a focus on the comprehension of taboo metaphors in the second language (L2). Despite the growing body of theoretical approaches, empirical studies on the concrete functioning of mechanisms involving metaphor interpretation are not conclusive. In this study, we report on a pilot study among French-speaking students of L2 Spanish with a focus on the influence of the conceptual and sociocultural differences between the L1 and the L2, as well as the presence of context. The results show that the impact of context on the ability of students to infer the correct interpretation is less straightforward than suggested in the literature. In general, students perform as well at interpreting conceptually similar metaphors than conceptually different ones, suggesting that they rely on general embodied experiences. The triangulation with a questionnaire concerning their linguistic biography reveals that students who have spent a prolonged stay in a Spanish-speaking country are better at interpreting taboo metaphors, regardless of their overall language level