概念隱喻在高中英語(yǔ)詞匯教學(xué)中的應(yīng)用研究

【摘要】本文探究概念隱喻在高中英語(yǔ)詞匯教學(xué)中的應(yīng)用，最后得出結(jié)論，以期望對(duì)高中英語(yǔ)詞匯教學(xué)有一定的指導(dǎo)作用。

【關(guān)鍵詞】概念隱喻;英語(yǔ)詞匯教學(xué);高中生

【Abstract】In this paper a study ismade on the application of conceptual metaphor to senior high school English vocabulary teaching.A conclusion is finally drawn. It is aimed at offering some guidance for senior high school English vocabulary teaching.

【Key words】conceptual metaphor; English vocabulary teaching; senior high school student

【作者簡(jiǎn)介】潘振華（1978-），男，回族，廣東汕尾人，汕尾市教育局教育教學(xué)研究室，中學(xué)一級(jí)教師，現(xiàn)從事中小學(xué)英語(yǔ)教學(xué)教研工作，碩士研究生，研究方向：認(rèn)知語(yǔ)言學(xué)、語(yǔ)言習(xí)得、中小學(xué)英語(yǔ)教學(xué)理論與實(shí)踐。

1. Introduction

In the recent decades of years， some scholars tend to study vocabulary teaching from the cognitive perspective and try to apply one of cognitive linguistics theories， conceptual metaphor， to English vocabulary teaching， which has given rise to some heartening fruits. Conceptual metaphor，as a bond of language， acts an important part in vocabulary teaching and is of great significance to students vocabulary learning and understanding.

2. Conceptual metaphor

Conceptual metaphor is a cross-domain mapping in the conceptual system， which indicates people understand one concept in terms of another. Therefore， it is part of our daily speech which affects the way people perceive， think and act; it is a figure of mind， a way of thinking and the core part of long-term memory in peoples conceptual system.

3. An empirical study

3.1 Questions

The study is to demonstrate whether the application of conceptual metaphor to vocabulary teaching can facilitate English vocabulary learning of senior high school students.

3.2 Process

The empirical study which lasts eight weeks is conducted. The empiricalstudy consists of two pre-tests， a series of classroom teaching experiments and two post-tests. Pre-test1 is to ensure English vocabulary proficiency of the two classes， especially in metaphorical vocabulary， is not significantly different; pre-test 2 is to ensure the understanding level of English vocabulary cultural connotation of the both classes is not quite distinct. Two post-tests areconducted immediately in each class after the teaching experiments. The results in post-test 1answer the first question. The results in post-test 2 answer the second question.

3.3 Results

After the tests， with the help of SPSS19.0， the experimental data are analyzed by independent samples T-tests. The results are as follows：

4. Conclusion?

Based on the theoretical analysis and the empirical study， it can be concluded that the application of conceptual metaphor to vocabulary teaching can facilitate English vocabulary leaning of senior high school students. Conceptual metaphor does enhance English vocabulary memorization of senior high school students and raise their understanding of English vocabulary cultural connotation. Therefore， the conceptual metaphor method can be applied to senior high school English vocabulary teaching to assist the students in vocabulary learning.

References：

[1]Wilkins， D. A.. Linguistics in Language Teaching[M]. London： Edward Arnold Ltd，1972.

[2]Lakoff， G. & Johnson， M.. Metaphors We Live By[M]. Chicago： The University of Chicago Press，1980.