毕业论文关键词：认知；概念隐喻；中学；英语词汇教学

Content

Acknowledgments 2

1. Introduction 7

1.1 Purpose of the Study 7

1.2 Significance of the Study 7

1.3 Organization of the Thesis 8

2. Literature Review 9

2.1 Metaphor Theory 9

2.2 Conceptual Metaphor Theory 10

3. Practical application 14

3.1 The application of conceptual metaphor in classroom 14

3.2 Investigation and study after class 16

4. Conclusion 17

4.1 The findings of this study 17

4.2 The implications for teaching 17

4.3 Problems 17

Reference 19

1. Introduction

1.1 Purpose of the Study

Vocabulary teaching has been lies at the heart of English teaching, and polysemy in English vocabulary is common. Therefore, for polysemous words, including some with cultural markers of vocabulary and idiom teaching has been part of the difficulty. Teachers in explaining the vocabulary are basically through translation and listed with the word. Often the different meanings of the same English words appear in a, especially for some with cultures of tagged words and idioms explanation is confined to this level. In the absence of internal relations linking between words in various senses, eventually leading to students can only grasp the basic meaning of them. Even if the students temporarily remember the meaning of the vocabulary learning, in the specific application the students will be in trouble. Therefore, in English vocabulary teaching, if teachers can show the relationship of some words of the original meaning and metaphorical extensions, and let the students fully aware of the important role of metaphor in cognitive thinking, it will produce very positive significance in English vocabulary teaching. This will make the students better recognize polysemy, help them comb the polysemy among different meanings of contact, thus benefiting the students from forming in the minds of the lexical semantic network, convenient memory at the same time, to a flexible use of them.源]自=优尔-^论-文"网·www.youerw.com/

1.2 Significance of the Study

The main purpose of the introduction of junior high school English vocabulary teaching metaphor analysis lies in the use of cognitive function of metaphor to help students increase their understanding and use of vocabulary, broaden their learning ideas. Metaphor used in vocabulary teaching can help students' understanding new things, conversant with abstract concepts, develop thinking ability. Metaphor awareness in among the common people in mind, this awareness once activated, students can not only effectively expand their vocabulary, but also deepen their understanding and application of the words based on the metaphor, because “metaphor has the function of filling the vacancy vocabulary”. Metaphors can help students turn fragmented vocabulary to systematic, abstract vocabulary to specific, and thus make boring vocabulary learning become more vivid image. Therefore, the conceptual metaphor theory in teaching junior high school English vocabulary can promote awareness of high school students. Vocabulary Teaching English as a vital part of the process, its success can’t be achieved overnight. The apposite metaphor theory into teaching junior high school English vocabulary has far-reaching significance in theory and practice. English vocabulary teaching under the guidance of the theory of metaphor is invoked as complementary to the existing vocabulary teaching methods.