Abstract The purpose of this thesis is to demonstrate that the cognitive theory of conceptual metaphor could be applied to English vocabulary teaching in junior high schools, memorizing and application of English vocabulary, and the awareness of metaphor can be raised among junior high school students and teachers in the process of English vocabulary teaching. 

Vocabulary teaching, which used to be ignored by language instructors, is an important component in English instruction. However, traditional methodologies fails to solve the fundamental problem: the comprehension of word meanings. Besides, during vocabulary teaching, the English instructors don’t pay enough attention to the cognitive factors. Metaphor is a tool as well as one of the essential ways of human cognition, but it is seldom used to the English vocabulary teaching in junior high school. So it will be quite meaningful to research the role of conceptual metaphor in English vocabulary teaching and learning. This thesis reveals the significant role of conceptual metaphor in vocabulary teaching and demonstrates that in junior high school the cognitive theory of metaphor can be applicable to English vocabulary teaching, and promote students’ understanding, memorizing and application of the English vocabulary. 

The metaphor is one of the specific approaches of human cognition and thinking patterns. From this perspective, this thesis first expounds that vocabulary teaching has always been the fundamental and difficult points in English teaching, then the author proposes that put the theory of conceptual metaphor into the English vocabulary teaching in high schools. Then the author reviews the studies on English vocabulary teaching at home and abroad, focusing on their importance, major defects and giving the systematic overview and comments on the teaching situation. Following are the theoretical basis of this thesis: the Conceptual Metaphor Theory, the image schema and the associative chain. By the analysis of the definition, nature and classification of conceptual metaphor of Lakoff, the author explores how to use it to learn English polysemy, and how to understand the relationship between some cultural connotation words, as well as how to have a better understanding of the correlation of different meanings. At last, the author shows some shortcomings which are still in this paper and endeavors to raise some expectations. 60543

Key words: conceptual metaphor; junior high school; English vocabulary teaching 

 概念隐喻在中学英语词汇教学中的应用摘要这篇论文的目的在于证明认知理论下的概念隐喻可以应用于初中英语词汇教学中, 来提高初中学生对英语词汇的理解，记忆和运用，同时提高初中学生和教师在词汇教学中对隐喻的意识。

词汇教学，虽然常常被语言教学者忽略，却是英语教学中的一个重要部分。然而，传统的方法论并不能解决对单词意义理解的问题。除此之外，在词汇教学过程中，英语教学者缺少对认知角度的注意。隐喻是人类认知的一个重要手段，但是这却很少被应用于初中的英语词汇教学中。因此对隐喻在初中英语词汇教学中的应用的研究是很有意义的。本篇论文将会解释概念隐喻对英语词汇教学的意义和战士如何在初中英语词汇教学中英语概念隐喻，以此来提高学生对英语词汇的理解，记忆和应用。

隐喻在人类的认知思维方式中是非常独特的。这篇论文也正是基于此观点，先是说明了在英语教学工作中，词汇教学一向属于重中之重，并且在中学英语教学中，可以将概念隐喻理论融入其中。之后综述性地介绍了国内外在英语词汇教学的情况，以及在实际教学中存在的问题。然后便对概念隐喻的理论进行了解释，介绍了概念隐喻的理论知识。并通过对概念隐喻的定义进行论述，清晰地阐释了概念隐喻的本质及分类，并例举了通过概念隐喻的方式来解决英语中多义词的学习，同时通过此方式来理解一些具有内涵的词汇以及各个词汇间的相互关联。最后对整篇文章进行了总结，说明了在论文研究中的一些不足之处，同时对未来在初中英语教学中实施概念隐喻教学的期望。