The Application of Conceptual Metaphor to English Vocabulary Teaching in High School论文.docx

1、The Application of Conceptual Metaphor to English Vocabulary Teaching in High School论文本科毕业论文 The Application of Conceptual Metaphor to English Vocabulary Teaching in High School ContentsContents.i摘要.iiAbstract.iiiI. Introduction.1II. Brief Introduction of Conceptual Metaphor.12.1 Definition of Conce

2、ptual Metaphor.12.2 The Development of Metaphor Study.2 2.2.1 The Development of Metaphor Study in China.22.2.2 The Development of Metaphor Study Abroad.3.English Vocabulary Teaching in High School.33.1 The Status of English Vocabulary Teaching in English Teaching.43.2 The Importance of the English

3、Vocabulary Teaching in High School.4IV. The Use of Conceptual Metaphor to English Vocabulary Teaching of High School.54.1 The Problems of English Vocabulary Teaching of High School.54.2 The Importance of Conceptual Metaphor to English Vocabulary Teaching.64.3 The Applications of Conceptual Metaphor

4、to Vocabulary Teaching.64.3.1 The Application of Conceptual Metaphor in Cultural Implications of Words.74.3.2 The Application of Conceptual Metaphor in Idioms on Words84.3.3 The Application of Conceptual Metaphor in Polysemy of Words.9V. Conclusion.10References.11Acknowledgements.12摘要 隐喻是语言中普遍存在的自然现

5、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AbstractMetaphor is ubiquitous in language. It is roote

6、d in language thinking and culture. Itconcretizes abstract ideas in vocabulary teaching. In1980s, Lakoff and Johnson put forward their conceptual metaphor theory in their book named Metaphor We Live By. They asserted that Metaphor was the mapping from one conceptual domain to the other. By means of

7、the detailed discussion towards the background of metaphor, the definition, classification, characteristics, mechanism and linguistic function of conceptual metaphor, the thesis analyzes how to enhance the learners learning competence and improve the cultural connotation understood in the process of

8、 the learners vocabulary learning by utilizing conceptual metaphor theory which is applied into the practice of English vocabulary teaching in high school.Key words: conceptual metaphor vocabulary teaching metaphor The Application of Conceptual Metaphor to English Vocabulary Teaching in High SchoolI

9、. Introduction Grasping a large vocabulary is a fundamental factor of foreign language acquisition. In1980s, Lakoff and Johnson put forward their conceptual metaphor theory in their book named Metaphor We Live By. They asserted that metaphor was the mapping from one conceptual domain to the other. N

10、owadays Conceptual Metaphor Theory plays a very important role in our daily life. Metaphor is portrayed as a kind of decorative tool, a word-focused rhetorical device. Meanwhile, metaphorical terms are viewed as a kind of error in logic and diction. So far, research on metaphor has been successfully

11、 done at lexical, semantic, rhetorical, and textual levels in a multidisciplinary way. It is no doubt that vocabulary learning plays an extremely important role in language acquisition. Conceptual metaphor can help to fully explain lots of language expressions and English vocabulary, and it also can

12、 deepen the understanding and comprehension of the underlying concepts in concrete discourse. The Conceptual Metaphor Theory can make on the learners vocabulary acquisition and let us know how we should adopt our teaching strategies to help solve the problems in our learning processes.II. Brief Intr

13、oduction of Conceptual MetaphorConceptual metaphor is used widely in the high school. Because of this, the metaphor is no longer just the traditional rhetorical method, but rather increased as a way of thinking. It is the foundation of peoples understanding,thinking,language,and even acts.2.1Definit

14、ion of Conceptual MetaphorLakoff and Johnson hold in Conceptual Metaphor Theory that metaphor “in essence, means of understanding and experiencing one kind of thing in terms of another”. The traditional metaphor theory generally regards metaphor merely as a form of rhetorical way of language and a m

15、eans of language decoration, mainly used in poetry and literary works. Now is to develop the direction of the cognitive linguistics. The conceptual metaphor is everywhere, not only in the language, but also in thinking and behavior. Metaphor should not only be looked as a figure of speech but also a

16、 way of thought and a method of knowing the world. It is indispensable for the existence of conceptual metaphor. In this theory, conceptual metaphor means a cross-domain mapping from source domain to the target in conceptual system. But the conceptual system is not something we are normally aware of

17、. In most of the little things we do every day, we simply think and act more or less automatically along certain lines. Conceptual metaphor is a system of metaphors that lies behind much of everyday language including most abstract concepts.2.2The Development of Metaphor StudyRecent years, the devel

18、opment of metaphor study has attracted a lot of attentions both from China and abroad. During the development of conceptual metaphor, there are: the comparison theory, substitution theory, interaction theory and conceptual metaphor.2.2.1The Development of Metaphor Study in ChinaChen Kui （陈葵）, living

19、 in the 12th century, is the first one who mentioned the term “metaphor” 文则 in our countrys rhetoric history and classified metaphor to the field of figures of speech. In 1990s, Liu Ningsheng （刘宁生） published a brief adapted translation of Lakoff & Johnsons Metaphors we live by, which really stimulat

20、ed metaphorical study to develop and flourish in China. In 2000, Shu Dingfang （束定芳）published his work Studies on Metaphor, which is of great significance for those Chinese academicians who insist on their exploration in the field of metaphor. Zhao Yanfang （赵艳芳）focuses her metaphorical research on th

21、e cognitive significance of metaphors and contributes a lot to the Chinese metaphorical study. Her work An introduction to Cognitive Linguistics (2001) indicates that metaphors really play an important part in cognitive linguistics.2.2.2The Development of Metaphor Study AbroadThe Comparison Theory.

22、The comparison theory originates from Aristotles Poetics. Metaphor is considered as a comparison between a literal paraphrase and a metaphorical expression. From Aristotles view, metaphor is a rhetoric device only concerning single word and an ornamental tool in literary language. Metaphor should be

23、 restricted to poetry.Substitution Theory. Quintilianus (Roman rhetorician) put forward the substitution theory in the 1st century. Metaphor is a rhetorical phenomenon of using one word or expression to replace another word or expression. The similarity between the two metaphorical theories lies in

24、that metaphor is an imagination tool for poems and rhetorical blooms. Interaction Theory. Richards proposes the interaction theory in 1936 and studies metaphor from the angle of cognitive linguistics for the first time. While we use a metaphor, in our minds two different things are active together a

25、nd are supported by a single word or phrase. The meaning of this single word or phrase is a result of their interaction. (Richards, I. A. The Philosophy of Rhetoric) Black M. develops Richards interaction theory.Conceptual Metaphor. The real beginning of metaphorical study from cognitive perspective

26、 starts with the publication of Metaphors we live by. (Lakoff & Johnson, 1980)Metaphor is not just a matter of words and rhetoric device, but more importantly it is a device of cognition, a matter of thoughts and actions, and a way for humans to experience and conceptualize the world. Where there ar

27、e men, there are metaphors.III. English Vocabulary Teaching in High School In recent years，vocabulary acquisition has become a very hot topic. A great amount of experimental studies, pedagogical and reference material indicates that language learners are increasingly aware of the importance and rapi

28、d development of vocabulary learning strategies.3.1The Status of English Vocabulary Teaching in English TeachingIf language structures make up the skeleton of language, it is vocabulary that provides the vital organs and the flesh. Before we turn to the vocabulary teaching, it seems necessary to cla

29、rify what vocabulary is. Penny Ur defined vocabulary as “the words in the foreign language“. This definition is obviously too general because no provision is given about what a word is. Vocabulary is one of the important essentials of language, and it is also the basis of the language communication.

30、English vocabulary teaching is the primary and essential part of English teaching. This is because we can not express anything perfect without vocabulary; we can not carry on the basic language communication such as listening, reading, writing, and speaking. And to the students, the vocabulary learn

31、ing is the key point to study foreign language. As a matter of fact, we should grasp some vocabulary language skills. Thus, the teachers vocabulary teaching becomes especially important.3.2 The Importance of the English Vocabulary Teaching in HighSchool Vocabulary is one of the three elements of a language. In this thesis, it is argued that learning English vocabulary makes great contribution to the development of grammar, listening, speaking