Factors affecting the interpretation of figurative language uses

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Abstract
This study examined the relations among three general language competency factors ‐ word knowledge, comprehension, and paradigmatic/syntagmatic reasoning ‐ and college developmental readers’ ability to interpret two text formats designed to elicit either a literal or figurative interpretation. The two formats were: a) an embedded format where different target expressions were included as the last statement in a context that supported either a literal or figurative interpretation, and b) an extension format in which subjects were asked to complete a passage with either a literal or figurative expression that they perceived as the most logical extension of what was written. The results indicated that word knowledge was related to the ability to interpret figurative expressions in the embedded format while paradigmatic/syntagmatic reasoning was related to the ability to interpret literal expressions in the extension format. The authors conclude with a discussion of the effects of training in specific language competencies on other verbal skills.

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