Strategies in Figurative Language Comprehension of First Year Students of Samar State University
Keywords:
Strategies, Figurative Language, ComprehensionAbstract
This study aimed to ascertain the different strategies and correlates in the comprehension of figurative language among first year English major students of the College of Education of Samar State University. A combination of descriptive and correlational research design was used in this study. With regard to the relationship between the identified sociocultural factors and figurative language comprehension strategy used, it was ascertained that the respondents’ age, gender, locality, parents’ educational level and occupation and socio-economic status were not significantly correlated to the type of strategy used by the respondents in comprehending figurative language. It was also determined that the emotional quotient of the students was not significant to the strategy in figurative language comprehension they used. For the respondents’ cognitive profile, it was ascertained that of the respondents used social strategy in language learning while most of the respondents were categorized as “average” in terms of intelligence quotient. As to the relationship between the respondents’ figurative language comprehension strategy and their cognitive profile variates, the intelligence quotient of the students was not significant to the strategy in figurative language comprehension they used. Future studies in the area of nonliteral language may also consider using other types of figurative language aside from hyperbole, smile, metaphor, personification, irony and euphemism.
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