Induction Of Culture Teaching Into Classroom And Cultivation Of Students’ Metaphorical Competence

Metaphor is the basic way for people to live on, which exists in language in our daily life. It not only affects the way we speak, but also influences our way of thinking and action. Metaphor is not only a linguistic phenomenon, but also a cultural phenomenon. On the one hand, metaphor can reflect the cultural content to a great extent; on the other hand, culture constrains the experience and metaphorical thinking. Metaphor is rooted in people’s experience of the cultural world and is the closest connection between culture and language. In second language learning, metaphor cannot be only as rhetoric to be learned but also a cultivation of cognition and thinking way in target language. But, for a long time, people have ignored analyzing the deep conceptual system of metaphor from the perspective of cognition. In second language learning, people will often use the concepts of native language to explain the concepts of the target language. The difference caused by cultural difference between the metaphors in mother language and the metaphors in target language is one of the main obstacles to foreign language acquisition. So in foreign language teaching, cultural knowledge should be input to improve the metaphorical awareness and competence.According to the theory of cognitive linguistics, this thesis attempts to probe into the relationship between metaphorical competence and cultural teaching through the combination of theoretical and empirical methods and introduce the theory of metaphor in foreign language teaching, which aims to provide more methods for foreign language teaching and explore the training scheme for metaphorical competence. The main contents of the research are as follows:1) before the test, how is the present status of the testees’ metaphorical competence?2) After the experiment, what is the relationship between culture teaching in classroom and the cultivation of metaphorical competence?3) Has the metaphorical competence of testees been improved?An experimental class and a control class who were sophomores majoring in Legal Affairs from Anhui Economic Management Institute with similar English proficiency were selected to take part in this study. The control class and the experimental class are taught by the same teacher with the same material and the same teaching time. Before the experiment, the researcher tested the English proficiency and the metaphorical competence of subjects from the two classes. The test materials were the final examination paper and the test papers about metaphorical competence, which were collected from others’thesis and redesigned by the researcher.In the process of the experiment, the conventional teaching method was adopted in the control class and culture teaching through metaphor was inserted in the experimental class. The researcher tested their metaphorical competence before and after the experiment and observed whether there was difference in metaphorical competence between the control class and the experimental class through data analysis after12weeks. Through the data analysis, conclusions can be drawn as follows:the metaphorical competence of subjects is very low before experiment and it is necessary to improve their metaphorical competence; through effective teaching, teachers induce culture teaching intentionally into the classroom teaching, which can promote students’ metaphorical competence; the cultivation of metaphorical competence can enhance the memory of vocabularies.The research findings indicate that the foreign language teachers can carry out culture teaching through metaphor to change the foreign language learners’thinking mode during the vocational college English teaching, which can make up for the shortcoming of current culture teaching. This teaching method can stimulate students’interest in learning a foreign language and enhance their cognition and sensitivity of culture, which is an exploration of a new teaching method for foreign language.