Conceptual Metaphor Theory And English Vocabulary Teaching

Vocabulary teaching, a significant aspect in English instruction, used to be ignored by language instructors. It was not until 1970s when it gradually gained its recognition in the field of linguistic research. However, traditional methodologies of vocabulary teaching focus more on the introduction of word pronunciation, formation, acceptations and the strategies of memorization as well. It fails to solve the radical problem - the comprehension of word meanings. Besides, the cognitive factors in vocabulary teaching are also neglected, not to mention the application of cognitive metaphor theories into teaching practice.It is commonly believed that metaphor is a linguistic phenomenon, and is merely a rhetorical device in literary works. In fact, metaphor is more of a matter of thought and action than of a matter of language. Metaphor is pervasive in everyday life. Our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature. Conceptual Metaphor Theory (CMT) put forward by Lakoff and Johnson is a more systematic and advanced theory of cognitive metaphor. They hold that the essence of metaphor is understanding and experiencing one kind of thing in terms of another. Language is the product of human cognition while metaphor is a tool of it. So it is of great importance to study the role of metaphor, especially conceptual metaphor, in foreign language teaching and learning.This thesis is conceived from the perspective of cognitive thinking. First of all, the author reviews the studies on English vocabulary teaching at home and abroad, focusing on their importance and major defects. Next, the author gives a historical account of metaphor theories, especially of CMT on its definition, philosophical basis, features and working mechanism. By analyzing plenty of vivid language expressions, the author reveals the significance of conceptual metaphor in analyzing English polysemy, culture-specific idioms and word connection. To test the actual effect of CMT in vocabulary teaching, an empirical test is designed and carried out in class. The result manifests that students show better competence in understanding and memorizing words after being instructed under metaphorical approach. At last, the author endeavors to raise some suggestions for initiating systematic metaphor teaching practice in China.