An Empirical Study Of English Vocabulary Teaching In Senior High School From The Perspective Of Image Schema Theory

English vocabulary plays a very important role in the process of English teaching.Nevertheless,the present state of vocabulary teaching is not optimistic.Most teachers still simply use the traditional teaching method by asking students to recite the words repeatedly,which demotivates students in their vocabulary learning,and consequently lower the effect of language learning.In order to solve this problem,this thesis applies the teaching approach from the perspective of image schema to senior high school English vocabulary teaching.Image Schema embodies abstract conceptions and manifests them by highly summarized concrete images,which can be used to explain some complicated words.Students can easily understand the complicated words or phrases with the help of the image.This thesis adopts both quantitative and qualitative methods aiming at testing the hypotheses whether the application of image schema theory in vocabulary teaching could enhance students' English vocabulary their interests in English vocabulary learning.The subjects of the research are from two classes of grade 2 in a senior high school.This thesis develops a vocabulary teaching experiment based on the image schema theory for one semester in experimental class,and the data analysis shows that the experimental class' scores are higher than that of the control class.Thus the conclusion is drawn that the application of image schema theory can improve students' English vocabulary proficiency and their English learning interests.