Conceptual Metaphor Analysis And Application For Chinese Noun Based On A New HSK Lexical Syllabus

With teaching nouns in Chinese vocabulary teaching as the research object and in the theoretical background of cognitive linguistics, this paper aims to apply conceptual metaphor theory into teaching Chinese as a foreign language guided by theoretical knowledge such as conceptual metaphor theory and on the basis of extensive corpus statistics.Firstly, based on previous research results and by observing and analyzing a large number of nouns, we believe that the nouns in teaching Chinese vocabularies should not simply adopt the meaning of words as the standards of classification. Instead four aspects including the meaning of the words, the occurrence probability of conceptual metaphors,grammatical forms and the practices of teaching Chinese as a foreign language should be combined to classify the nouns in the new HSK lexical syllabus so that the classified nouns are more consistent with the students’ cognitive characteristics in order to achieve the aim of rapidly memorizing lots of new words.Secondly, on the basis of different types of nouns after the integration, verb-object phrases with biological class and physical class of nouns and nouns as the objects are considered as a sample for analysis. It shows that biological class of nouns reflects the conceptual metaphors in Chinese language in the forms of idioms, word formation and syntax.Physical class of nouns establishes mapping between the body in the source domain and the unknown in the target domain to set up conceptual metaphors in languages usually from the angles of structures, functions and shapes and so on. However verb-object phrases with nouns as the objects focus on the semantic features of verbs and nouns and the collocation justification is discussed through comparative analysis, thus highlighting the conceptual metaphors of nouns in such kinds of phrases.Thirdly, according to the different forms and semantic features of conceptual metaphors occurred in biological class and physical class of nouns and so on, polysemant and idioms teachings in vocabulary teaching are analyzed. We believe that for polysemant teaching, the mapping occurred in forming conceptual metaphors between the original meaning and extended meaning of the nouns should be considered as the focus of vocabulary teaching,while for idiom teaching the culture hidden behind the words should be concentrated onduring teaching process.Finally, by analyzing the degree of lexical metaphor, the research points out the difficulties in teaching when the conceptual metaphor theory is applied to teaching Chinese vocabulary. We think that teachers and students should raise the sensitivity to the conceptual metaphors occurred in words, so as to learn deeply and master the Chinese language thinking.