Exploring the Influence of Content Schemata on L2 Learners' Comprehension of Metaphoric Expressions

This study explores the influence of content schemata on L2 learners’ comprehension of metaphoric expressions. This paper discusses the comprehension processes within the scope of content schemata in second language reading. The interest in the influence of content schemata on learners’ comprehension of metaphoric expressions among tertiary level students motivated the researchers to begin an exploration on content schemata in second language reading. The main data collection techniques included think aloud protocol and in-depth interview which were conducted on four Part 2 students pursuing Diploma in Science in Universiti Teknologi MARA (Perlis), Malaysia. The participants were asked to verbalize what they were thinking while reading a passage containing metaphoric expressions. In order to triangulate the data collected, in-depth interviews were also conducted. The interview transcripts were analyzed for recurring patterns and were then classified according to categories based on the most recurring patterns found. The think aloud protocol data and the interview patterns were analyzed to determine whether content schemata contributes to learners’ understanding of the text containing metaphoric expressions. The study discovered that the learners’ content schemata contribute to their comprehension of the metaphoric expressions. It is hoped that this study will raise awareness in making informed pedagogical decisions regarding the selection of suitable reading texts by language instructors and material writers