The role of Embodied Cognition in action language comprehension in L1 and L2

Abstract

In this study we carried out a behavioral experiment comparing action language comprehension in L1 (Italian) and L2 (English). Participants were Italian native speakers who had acquired the second language late (after the age of 10). They performed semantic judgments on L1 and L2 literal, idiomatic and metaphorical action sentences after viewing a video of a hand performing an action that was related or unrelated to the verb used in the sentence. Results showed that responses to literal and metaphorical L1 sentences were faster when the action depicted was related to the verb used rather than when the action depicted was unrelated to the verb used. No diferences were found for the idiomatic condition. In L2 we found that all responses to the three conditions were facilitated when the action depicted was related to the verb used. Moreover, we found that the diference between the unrelated and the related modalities was greater in L2 than in L1 for the literal and the idiomatic condition but not for the metaphorical condition. These fndings are consistent with the embodied cognition hypothesis of language comprehension.