The Application Of ICM & DDL Model To Business Polysemy Teaching

There is a lot of polysemy in business English, consequently the identification of sense relations and meanings of this kind of words become a difficulty during English vocabulary learning. The previous teaching methods usually incline to mechanical training by reciting and to strengthen abilities by doing exercises, which make students tired and bored in turn. Some people try to bring situational teaching model into classroom, however, the context is always virtual, in which the utterance can't meet the requirements of students in actual use of language.The author believes that, the aim to study the business polysemy easily, joyfully and with high efficiency can be achieved by combining the metaphor and metonymy theories of Layoff's ICM with DDL in teaching, and by putting polysemy into the organic semantic network and kinds of pragmatic contexts in learning, and by leading students to discover the regularities of vocabulary and the sense relations between lexical items through real language phenomena. Based on above analysis, the author proposes a new business polysemy teaching model-DDL & ICM model.This research will verify the advantages of the teaching model made of ICM and DDL in actual learning by a contrastive experiment. In order to narrow the scope of research for convenience, this research chooses business polysemy as teaching content, and 60 junior students of English major in Chenggong College, Henan Finance University as the experiment subjects. They are divided into two groups. One is control group and the other is experiment group. This experiment is carried out by ways of interview and tests. The results are analyzed by SPSS software.The results of experiment prove that: students in experiment group master the extended meanings in business context better than those in control group after one semester's training. This model can cultivate student's cognitive ability, help learners use words properly, promote learners to form good habits and become explorers of language learning. This new teaching method proves to be successful and more desirable.At the end of this thesis, the author points out the implications for vocabulary teaching, the research's limitation, and the suggestions for future study.