| Body-related words are the most basic category among many vocabulary categories.This is because the human body and its organs are the basis of the human cognition of the world.With the continuous development of society,people continue to enrich the meanings and usages of body-related words.Compared with other vocabularies,body-related vocabulary is significantly polysemous,which brings heavy burden to learners' understanding and memory.Therefore,exploring how to teach body-related word is of great significance.The Conceptual Metonymy Theory of cognitive linguistics provides theoretical support for the generation and extension of word meanings,and provides a new perspective for body-related words teaching.This thesis,based on the conceptual metonymy,explores the teaching effect of English body-related words in junior middle school.And two research questions are put forward:(1)Can body-related words teaching under the guidance of conceptual metonymy promote junior middle school students' comprehension of body-related words?If it can,in which aspect can it promote?(2)Can body-related words teaching under the guidance of conceptual metonymy promote junior middle school students' retention of body-related words?If it can,in which aspect can it promote?This study adopted experimental research,and selected 70 junior middle school students in two classes of a middle school in Guangzhou as experimental participants.The participants were divided into two groups,35 in each group.One group received traditional vocabulary teaching,and the other group received vocabulary teaching under the guidance of conceptual metonymy.Before the experiment,the pre-test was carried out to ensure that the students' English level was quite similar and nobody received vocabulary teaching under the guidance of conceptual metonymy.After teaching experiment,students were allowed to complete the post test of comprehension and post test of retention of body-related words.At the end of the experiment,a questionnaire survey was conducted to further detect the specific situation of participants in learning body-related words.Through the analysis of the experimental data,this study draws the following conclusions:1)applying Conceptual Metonymy Theory to body-related words teaching can promote students' comprehension of body-related words,and it can improve students' comprehension of extended meanings of body-related words.2)applying Conceptual Metonymy Theory to body-related words teaching can promote students'retention of body-related words,in short term retention and long-term retention two aspects.3)moreover,it also finds that applying Conceptual Metonymy Theory to body-related words teaching can stimulate students' interest in learning body-related vocabularies and cultivate students' metonymic awareness.The following pedagogical implications can be found in this thesis:1)in English vocabulary teaching,English teachers should not only pay attention to the surface knowledge of vocabulary,but also pay attention to the internal mechanism or motivation of the vocabulary and associative memory.2)Conceptual Metonymy Theory can explain the emergence and extension of the word meaning better,which is beneficial for students to understand and memorize vocabulary,so that we should value the application of Conceptual Metonymy Theory to vocabulary teaching. |
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