Abstract Conceptual metaphor is a cognitive mechanism. It can facilitate interpreting an abstract and complex concept in terms of a specific and simple concept. To some extent, it is also a linguistic law. Traditional English vocabulary teaching methods are unsatisfactory in one way or another. The strengths of conceptual metaphor can make up for some drawbacks of current English vocabulary teaching methods. This thesis makes a brief introduction of conceptual metaphor theory and explores its feasibility of using conceptual metaphor in English vocabulary teaching in aspects of polysemy, prepositions,  idioms and proverbs and word connections and then explores strategies of English vocabulary teaching based on conceptual metaphor. The new ways of teaching English vocabulary based on conceptual theory will greatly improve students’ learning efficiency.53661

Keywords: conceptual metaphor; English vocabulary teaching; feasibility;strategies

摘要概念隐喻是人类的认知机制。人们通过简单的具体的概念理解复杂的抽象的概念。从某种意义上来说,概念隐喻又是一种语言法则。传统的词汇教学方法效果差强人意,概念隐喻自身的优势有利于弥补传统词汇教学的缺陷。文章简要地介绍了概念隐喻理论,讨论了将概念隐喻应用于一词多义、介词、俚语、以及词语搭配教学的可行性并探讨了在实际教学中如何运用概念隐喻进行词汇教学的对策。这些策略的应用将会很大地提高学生的词汇学习效率。

毕业论文关键词: 概念隐喻理论; 英语词汇教学; 可行性; 对策

Contents

1. Introduction 1

2. Literature Review 2

2.1 Conceptual Metaphor Theory 2

2.2 Studies on Applying Conceptual Metaphor to Vocabulary Teaching 3

3. The Feasibility of Using Conceptual Metaphor in English Vocabulary Teaching 4

3.1 Metaphorical Analysis of Polysemy 4

3.2 Metaphorical Analysis of Prepositions 5

3.3 Metaphorical Analysis of Idioms and Proverbs 6

3.4 Metaphorical Analysis of Word Connections 7

4. Strategies of Using Conceptual Metaphor in Vocabulary Teaching 8

4.1 Developing the Ways of Metaphor Thinking 8

4.2 Realizing the Cultural Features of Metaphor Phenomenon 9

4.3 Understanding the Metaphorical Vocabulary in Cognitive Contexts 10

4.4 Deepening Understanding by Association 10

5. Conclusion 12

Works Cited 13

 1. Introduction

As is known to all, listening, speaking, reading and writing are four major parts of   English teaching and learning. The mastery of vocabulary has a great impact on the acquisition of the four skills. According to Wilkins, D.A.(1972: 18), without grammar, one cannot express many things; without words, one cannot express any thing. A successful EFL learner must grasp vocabulary well. If one fails to obtain certain amount of English vocabulary well, one must have difficulty in understanding others, expressing his ideas clearly, reading stories or newspapers and writing good compositions. It can be obviously drawn that English vocabulary plays a very important part in acquiring English.   

     However, grasping the great amount of vocabulary is a big headache and burden for many students because of the complexity and the large amount of vocabulary. Besides, the current situation of English vocabulary teaching is not pleasant. The typical procedures of teaching a new word is like this: read the new word first and then ask students to read after teachers; present its Chinese meanings and its parts of speech; and finally introduce its relevant phrases and expressions. In this situation, both teachers and students work like robots. Students receive new words very passively and reluctantly. And even if students can memorize many words, they have difficulty in using it in actual communication because they are lack of real understanding of the words. Now such awkward situation can be improved if conceptual theory is used in English vocabulary teaching.