On The Application Of Metaphorical Thinking In English Learning

Since late 1970s, metaphor research has become a hot topic. Especially in recent years, there are papers applying metaphor theory to foreign language learning and teaching in many fields, such as, vocabulary acquisition, reading comprehension, writing, culture teaching, and translation, etc. From the researches, we come to know metaphor can facilitate and be applied to foreign language learning and teaching. However, there is little direct and systematic exploration of how to cultivate and train metaphorical thinking. Only foreign language learners have acquired metaphorical thinking, can they make use of metaphor during their practical study.This thesis has analyzed the theoretical and practical feasibility of applying metaphor to foreign language learning. Based on the results of former empirical researches, it points out that the current condition of metaphorical competence of foreign language learners is weak. Then it is necessary, emergent and possible to apply metaphorical thinking to foreign language learning. Thus it is urgent for us to explore how to train and cultivate metaphorical thinking. This thesis has suggested several solutions to that. First, if we want to have systematic metaphorical thinking, we should be familiar with target language speakers' culture, which is thought to be the precondition of forming metaphorical thinking in target language. Second, mastering enough root metaphors and conventional metaphors is the material basis for metaphorical thinking. Third, as Chinese students, we are supposed to have the "right hemisphere advantage"; with which, it is more reasonable for teachers to encourage students to use and create metaphorical expressions. Finally, the founding of metaphorical thinking is a complex and systematical project and it needs the cooperation of other related aspects of education, such as teaching syllabus, textbooks, teaching methods, and language tests, etc.It should be pointed out that the study itself has some limitations. For example, the suggestions about how to cultivate and train metaphorical thinking still need empirical testifying.