Study On Vocabulary Teaching Of High Schoolart Students Based On Cognitive Linguistics

The effectiveness of English language learning is largely influenced by the size of the learner's vocabulary,which is an important foundation for the comprehensive development of English listening,speaking,reading,writing and translation.But for the senior high school students,especially high school art students,their English learning time is limited,while the high school students need to master relatively large vocabulary and the law is not strong,in this case,the difficulty of high school art students to learn vocabulary and vocabulary teaching is relatively large.Many art students in senior high school have bad learning habits,such as the mode of thinking lack of self-management and control ability,and in vocabulary learning,students' independent consciousness is not strong,without scientific planning,management and monitoring of their vocabulary learning.As a result,the effect of vocabulary learning for the art students in senior high school is poor.As some English teachers in vocabulary teaching,because of the lack of the teaching content,the attention does not take into account the actual situation of the students,but also to a large extent hindered the students' English vocabulary effectively grasp and use.In order to improve the effect of vocabulary learning for high school art students,and solve the problem of vocabulary learning for high school art students,related concepts of cognitive linguistics can provide some guidance to the teaching practice.Based on the concept,it has become one of the important ways of teaching high school art students to improve English vocabulary.Category theory,metaphor theory and word-forming theory are important components of cognitive linguistics.By means of empirical investigations,related research,and the analysis of current situation of vocabulary teaching in high school art students,the practice of how to use the category theory,metaphor theory and word-forming theory to guide English vocabulary teaching is analyzed.In the study,the effectiveness of English vocabulary teaching for senior high school students under the guidance of cognitive linguistics theory is verified.The whole study is divided into six parts.The first part is the introduction,which mainly introduces the purpose of the study,the practical problems and the significance of the vocabulary teaching.The second part is the literature review,which is the summary and analysis of the research results.The third part introduces the theoretical basis of the study,focusing on the theory of cognitive linguistics.The fourth part is the empirical research,which is the verification of the theory of cognitive linguistics to guide the practice of vocabulary teaching.The fifth part is the analysis and exploration of the cognitive metaphor,cognitive category theory and word-forming theory.The sixth part is the conclusion,which is the summary of the whole thesis.