UNDERSTANDING FIGURATIVE LANGUAGE: A COGNITIVE PROCESSING PERSPECTIVE IN L2 LEARNERS

This article investigates the cognitive and cultural challenges faced by Uzbek learners of English in processing figurative language, including metaphors, idioms, and other non-literal expressions. Drawing on key linguistic theories such as Conceptual Metaphor Theory and Relevance Theory, alongside research on working memory and cross-linguistic influence, the study synthesizes findings relevant to the multilingual context of Uzbekistan. Results indicate that learners’ proficiency, working memory capacity, and exposure to contextual cues significantly affect their comprehension of figurative language. Cross-linguistic and cultural differences between Uzbek, Russian, and English contribute to specific difficulties that can hinder effective communication. The article advocates for integrated pedagogical approaches combining cognitive, linguistic, and cultural dimensions to enhance figurative language instruction in Uzbekistan’s higher education system. Future research directions focus on testing targeted interventions to improve pragmatic competence among Uzbek L2 learners.

Keywords

Figurative language, Uzbek learners of English, cognitive processing, cross-linguistic influence, working memory, second language acquisition, multicultural education, idiomatic expressions, metaphors