Dissertation > Language, writing > FOREIGN > English > Language teaching

The Study of Applying Metaphor to English Vocabulary Teaching

Author WangHui
Tutor WangLinHai
School Yanshan University
Course Foreign Linguistics and Applied Linguistics
Keywords Conceptual Metaphor Vocabulary Teaching Vocabulary Learning Strategies
CLC H319
Type Master's thesis
Year 2010
Downloads 176
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The metaphor is ubiquitous in everyday life. The Cognitive Linguistics think the metaphor is not only a figure of speech, but also a cognitive way. It is experience based, like the bridge through the abstract and simple. Many researchers have made a contribution to the metaphor Most studies, however, is limited to the theoretical level, how the metaphors used in the teaching of foreign language vocabulary is relatively limited. This paper reveals the concept of the role of metaphor in the vocabulary to understand and remember, and try to metaphor theory is applied to the English vocabulary teaching. In the tradition of English vocabulary teaching, teachers are not many to explain the the polysemy meaning between deep students' vocabulary shallow memory therefore the meaning easily be forgotten. Metaphor, under the guidance of vocabulary teaching vocabulary acquisition from a cognitive perspective, emphasizing the intrinsic link between the meaning of a word. One is the basic core of meaning, can be as a prototype of the other meaning of polysemous words each justice items other meaning is is based on family resemblance and image icon metaphor derivative or expand out of which form a word meaning radiation network. Therefore, the metaphor so that students' vocabulary learning more vivid and profound, and stimulate their interest in foreign language learning, but also to expand their vocabulary learning strategies. In this study, two months teaching experiments proved metaphor teaching methods than traditional vocabulary teaching is a more effective vocabulary teaching methods, the metaphors teaching also greatly affected the students' vocabulary learning strategies. Freshman year, two non-English professional classes as this experiment control and experimental groups, respectively, using the traditional vocabulary teaching methods and metaphors pedagogy in teaching vocabulary. The first two classes of students in the experimental level of English vocabulary test results by the SPSS software independent samples T-test was no significant difference. Experimental statistics of the two classes of students vocabulary level test results show that the two classes there is a significant difference: the experimental group performed significantly better than the control group. To prove metaphor for teaching students vocabulary learning strategies, this study of the experimental group classes respectively before and after the teaching experiment done on vocabulary learning strategies questionnaire, statistics showed that: before the experiment, mechanical memory the most widely used method is the students; after the experiment, most of the students changed rote, prefer to use the association, imagination or context to memorize words. Metaphor teaching students richer, more profound and interesting vocabulary learning strategies.

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