An Experimental Study On Vocabulary Teaching In Art School From The Perspective Of Conceptual Metaphor

Vocabulary is the most basic material of language,and it is the premise of improving students' ability of listening,speaking,reading and writing.Generally speaking,the secondary vocational education and higher vocational art students do not have much time and interest in English learning.Therefore,in daily English teaching process,teachers should seize their psychological activities and turn English learning into their lives gradually.Especially the students I teach always go abroad for competitions and performances,English is particularly important for them.It can help them do better on the international stage and feel free to do the cultural exchange activities.This thesis focused on the effects of English vocabulary teaching in art school in the perspective of conceptual metaphor.It is proved that if the pedagogy of teaching English vocabulary in the perspective of conceptual metaphor more beneficial for art students,which is compared to the traditional English vocabulary teaching.What's more,the thesis studies that if the pedagogy of teaching English vocabulary in the perspective of conceptual metaphor can improve the students' learning habits.An experimental study was designed to examine the effect of the application of conceptual metaphor to EFL vocabulary teaching.The participants of the research were 103 students of grade two in Guangzhou Art School,as the same level as students of grade eight in Middle school.The study lasted for eight weeks.The first step was to test every students' English level.Finding that the two classes were at the same level after the pretest,the author randomly appointed one of them as experimental class(EC),and the other as control class(CC).The second period,both classes used the same teaching material.The author was the teacher of both classes.The differences were that the CC was using the traditional way to teach thevocabulary and that the EC was using the new method of vocabulary teaching.The third step was to test all the students at the last week.Besides,giving the students from EC questionnaires showed their feeling of vocabulary teaching in the perspective of conceptual metaphor.The results of the experiment prove that the new method can help students to acquire more meanings of familiar words than that of the traditional way and the conceptual metaphor can effectively improve students' retention of vocabulary.The application of conceptual metaphor can make classes more lively,which stimulates the initiative of the students to learn and improves the students' vocabulary in practical application.