The Application of Conceptual Metaphor to English Vocabulary Teaching in High School论文文档格式.docx

The Application of Conceptual Metaphor to English Vocabulary Teaching in High School论文文档格式.docx

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摘要……………………………………………………………………………………...ii

Abstract……………………………………………………………………………...….iii

I.Introduction…………………………………………………………..…………...…...1

II.BriefIntroductionofConceptualMetaphor…………………………………..……...1

2.1DefinitionofConceptualMetaphor…………………………………………...….1

2.2TheDevelopmentofMetaphorStudy…………………………………………….2

2.2.1TheDevelopmentofMetaphorStudyinChina………………………….…...2

2.2.2TheDevelopmentofMetaphorStudyAbroad………………………………..3

Ⅲ.EnglishVocabularyTeachinginHighSchool……………………………...………..3

3.1TheStatusofEnglishVocabularyTeachinginEnglishTeaching………………...4

3.2TheImportanceoftheEnglishVocabularyTeachinginHighSchool…………....4

IV.TheUseofConceptualMetaphortoEnglishVocabularyTeachingofHighSchool………………………………………………………………………..……..5

4.1TheProblemsofEnglishVocabularyTeachingofHighSchool…...……………..5

4.2TheImportanceofConceptualMetaphortoEnglishVocabularyTeaching……....6

4.3TheApplicationsofConceptualMetaphortoVocabularyTeaching………..….....6

4.3.1TheApplicationofConceptualMetaphorinCulturalImplicationsofWords..7

4.3.2TheApplicationofConceptualMetaphorinIdiomsonWords………………8

4.3.3TheApplicationofConceptualMetaphorinPolysemyofWords………........9

V.Conclusion………………………………………………………………………...…10

References……………………………………………………………………………...11

Acknowledgements…………………………………………………………………….12

摘要

隐喻是语言中普遍存在的自然现象，它根植于语言思维和文化中。

隐喻是词汇教学中使抽象概念具体化的一种手段。

此观点主要来源于莱考夫和约翰逊在1980年所著的《我们赖以生存的隐喻》，它认为隐喻是从一个概念领域到另一个概念领域的映射。

本文通过对隐喻理论的背景、概念隐喻的定义、分类、特点、作用机理及其语言功能等的详细探讨，将概念隐喻理论具体应用到高中英语词汇教学实践之中，剖析了如何利用概念隐喻理论来提高高中英语学习者在英语词汇学习过程中所应理解的词汇本身所蕴含的文化内涵，增强学习者词汇学习的能力。

关键词:

概念隐喻词汇教学隐喻

Abstract

Metaphorisubiquitousinlanguage.Itisrootedinlanguagethinkingandculture.It 

concretizesabstractideasinvocabularyteaching.In1980s,LakoffandJohnsonputforwardtheirconceptualmetaphortheoryintheirbooknamedMetaphorWeLiveBy.TheyassertedthatMetaphorwasthemappingfromoneconceptualdomaintotheother.Bymeansofthedetaileddiscussiontowardsthebackgroundofmetaphor,thedefinition,classification,characteristics,mechanismandlinguisticfunctionofconceptualmetaphor,thethesisanalyzeshowtoenhancethelearners’learningcompetenceandimprovetheculturalconnotationunderstoodintheprocessofthelearners’vocabularylearningbyutilizingconceptualmetaphortheorywhichisappliedintothepracticeofEnglishvocabularyteachinginhighschool.

Keywords:

conceptualmetaphorvocabularyteachingmetaphor

TheApplicationofConceptualMetaphortoEnglishVocabularyTeachinginHighSchool

I.Introduction

Graspingalargevocabularyisafundamentalfactorofforeignlanguageacquisition.In1980s,LakoffandJohnsonputforwardtheirconceptualmetaphortheoryintheirbooknamedMetaphorWeLiveBy.Theyassertedthatmetaphorwasthemappingfromoneconceptualdomaintotheother.NowadaysConceptualMetaphorTheoryplaysaveryimportantroleinourdailylife.Metaphorisportrayedasakindofdecorativetool,aword-focusedrhetoricaldevice.Meanwhile,metaphoricaltermsareviewedasakindoferrorinlogicanddiction.Sofar,researchonmetaphorhasbeensuccessfullydoneatlexical,semantic,rhetorical,andtextuallevelsinamultidisciplinaryway.

Itisnodoubtthatvocabularylearningplaysanextremelyimportantroleinlanguageacquisition.ConceptualmetaphorcanhelptofullyexplainlotsoflanguageexpressionsandEnglishvocabulary,anditalsocandeepentheunderstandingandcomprehensionoftheunderlyingconceptsinconcretediscourse.TheConceptualMetaphorTheorycanmakeonthelearners’vocabularyacquisitionandletusknowhowweshouldadoptourteachingstrategiestohelpsolvetheproblemsinourlearningprocesses.

II.BriefIntroductionofConceptualMetaphor

Conceptualmetaphorisusedwidelyinthehighschool.Becauseofthis,themetaphorisnolongerjustthetraditionalrhetoricalmethod,butratherincreasedasawayofthinking.Itisthefoundationofpeoples’understanding,thinking,language,andevenacts.

2.1DefinitionofConceptualMetaphor

LakoffandJohnsonholdinConceptualMetaphorTheorythatmetaphor“inessence,meansofunderstandingandexperiencingonekindofthingintermsofanother”.Thetraditionalmetaphortheorygenerallyregardsmetaphormerelyasaformofrhetoricalwayoflanguageandameansoflanguagedecoration,mainlyusedinpoetryandliteraryworks.Nowistodevelopthedirectionofthecognitivelinguistics.Theconceptualmetaphoriseverywhere,notonlyinthelanguage,butalsointhinkingandbehavior.Metaphorshouldnotonlybelookedasafigureofspeechbutalsoawayofthoughtandamethodofknowingtheworld.Itisindispensablefortheexistenceofconceptualmetaphor.Inthistheory,conceptualmetaphormeansacross-domainmappingfromsourcedomaintothetargetinconceptualsystem.Buttheconceptualsystemisnotsomethingwearenormallyawareof.Inmostofthelittlethingswedoeveryday,wesimplythinkandactmoreorlessautomaticallyalongcertainlines.Conceptualmetaphorisasystemofmetaphorsthatliesbehindmuchofeverydaylanguageincludingmostabstractconcepts.

2.2TheDevelopmentofMetaphorStudy

Recentyears,thedevelopmentofmetaphorstudyhasattractedalotofattentionsbothfromChinaandabroad.Duringthedevelopmentofconceptualmetaphor,thereare:

thecomparisontheory,substitutiontheory,interactiontheoryandconceptualmetaphor.

2.2.1TheDevelopmentofMetaphorStudyinChina

ChenKui（陈葵）,livinginthe12thcentury,isthefirstonewhomentionedtheterm“metaphor”《文则》inourcountry’srhetorichistoryandclassifiedmetaphortothefieldoffiguresofspeech.In1990s,LiuNingsheng（刘宁生）publishedabriefadaptedtranslationofLakoff&

Johnson’sMetaphorsweliveby,whichreallystimulatedmetaphoricalstudytodevelopandflourishinChina.In2000,ShuDingfang（束定芳）publishedhisworkStudiesonMetaphor,whichisofgreatsignificanceforthoseChineseacademicianswhoinsistontheirexplorationinthefieldofmetaphor.ZhaoYanfang（赵艳芳）focuseshermetaphoricalresearchonthecognitivesignificanceofmetaphorsandcontributesalottotheChinesemetaphoricalstudy.HerworkAnintroductiontoCognitiveLinguistics（2001）indicatesthatmetaphorsreallyplayanimportantpartincognitivelinguistics.

2.2.2TheDevelopmentofMetaphorStudyAbroad

TheComparisonTheory.ThecomparisontheoryoriginatesfromAristotle’sPoetics.Metaphorisconsideredasacomparisonbetweenaliteralparaphraseandametaphoricalexpression.FromAristotle’sview,metaphorisarhetoricdeviceonlyconcerningsinglewordandanornamentaltoolinliterarylanguage.Metaphorshouldberestrictedtopoetry.

SubstitutionTheory.Quintilianus（Romanrhetorician）putforwardthesubstitutiontheoryinthe1stcentury.Metaphorisarhetoricalphenomenonofusingonewordorexpressiontoreplaceanotherwordorexpression.Thesimilaritybetweenthetwometaphoricaltheoriesliesinthatmetaphorisanimaginationtoolforpoemsandrhetoricalblooms.

InteractionTheory.Richardsproposestheinteractiontheoryin1936andstudiesmetaphorfromtheangleofcognitivelinguisticsforthefirsttime.Whileweuseametaphor,inourmindstwodifferentthingsareactivetogetherandaresupportedbyasinglewordorphrase.Themeaningofthissinglewordorphraseisaresultoftheirinteraction.（Richards,I.A.ThePhilosophyofRhetoric）BlackM.developsRichards’interactiontheory.

ConceptualMetaphor.TherealbeginningofmetaphoricalstudyfromcognitiveperspectivestartswiththepublicationofMetaphorsweliveby.（Lakoff&

Johnson,1980）Metaphorisnotjustamatterofwordsandrhetoricdevice,butmoreimportantlyitisadeviceofcognition,amatterofthoughtsandactions,andawayforhumanstoexperienceandconceptualizetheworld.Wheretherearemen,therearemetaphors.

III.EnglishVocabularyTeachinginHighSchool

Inrecentyears，vocabularyacquisitionhasbecomeaveryhottopic.Agreatamountofexperimentalstudies,pedagogicalandreferencematerialindicatesthatlanguagelearnersareincreasinglyawareoftheimportanceandrapiddevelopmentofvocabularylearningstrategies.

3.1TheStatusofEnglishVocabularyTeachinginEnglishTeaching

Iflanguagestructuresmakeuptheskeletonoflanguage,itisvocabularythatprovidesthevitalorgansandtheflesh.Beforeweturntothevocabularyteaching,itseemsnecessarytoclarifywhatvocabularyis.PennyUrdefinedvocabularyas“thewordsintheforeignlanguage“.Thisdefinitionisobviouslytoogeneralbecausenoprovisionisgivenaboutwhatawordis.Vocabularyisoneoftheimportantessentialsoflanguage,anditisalsothebasisofthelanguagecommunication.

EnglishvocabularyteachingistheprimaryandessentialpartofEnglishteaching.Thisisbecausewecannotexpressanythingperfectwithoutvocabulary;

wecannotcarryonthebasiclanguagecommunicationsuchaslistening,reading,writing,andspeaking.Andtothestudents,thevocabularylearningisthekeypointtostudyforeignlanguage.Asamatteroffact,weshouldgraspsomevocabularylanguageskills.Thus,theteacher’svocabularyteachingbecomesespeciallyimportant.

3.2TheImportanceoftheEnglishVocabularyTeachinginHigh

School

Vocabularyisoneofthethreeelementsofalanguage.Inthisthesis,itisarguedthatlearningEnglishvocabularymakesgreatcontributiontothedevelopmentofgrammar,listening,speaking