A Study Of English Discourse Teaching Based On Metaphor Theory

Neglecting the characteristics of the mode of thinking which builds up the central idea of the article, traditional English discourse teaching puts too much emphasis on an overall analysis of the discourse from a macro perspective. English teachers in the teaching of English discourse often only concern about the layout of the text, the location of the topic sentences and the analysis of the main ideas of paragraphs. In this case, the mode of thinking which really reflects the domain theme of the article hasn't been analyzed and the knowledge which contains the national cultural background and the expressions which contain the emotional intention of the author haven't been analyzed, too. This leads to the case that we don't receive an ideal effect of discourse teaching. In order to overcome this drawback of discourse teaching, we need to explore a best approach to discourse teaching from a brand new perspective. Metaphor theory in cognitive linguistics is currently an ideal theoretical perspective to make up the drawback of English discourse teaching.In theory, it can effectively meet the shortfall of traditional English discourse teaching by putting metaphor theory in applied cognitive linguistics into English discourse teaching. This new teaching model can not only cultivate students' metaphor thinking and metaphor language ability but also help them analyze the article, understand the emotional attitude of the author, the internal mode of thinking and the cultural background of source language. In practice, this new teaching model helps students grasp the deep-rooted patterns of thinking of the article instead of the surface structure of the article. English majors, especially seniors, can thoroughly understand the internal mode of thinking and the domain theme of the article by metaphor theory. Ultimately the overall level of their English will reach a new level.On the basis of objective evaluation of English teaching model, the paper puts forward a new English discourse teaching model based on metaphor theory in cognitive linguistics, discusses the theoretical basis for the model, clarifies teaching philosophy and steps of the model, highlights, analyzes and summarizes the whole process of experiment and results of the teaching model of the discourse. Practice has proved that this new teaching model with operability can effectively promote reading level of English majors. It plays a significant positive role in English reading teaching. However, there is never be a perfect experiment, and the author believes that there is still room for improvement and the author hopes that the fellows can work together to make this new teaching model better.