An Applied Study On The Application Of Conceptual Metaphor Therory To English Writing Teaching In Senior High School

Metaphor not only is a popular phenomenon of language usage,but also can greatly improve understanding and consolidate the theoretical basis of language learners.Over the past few years,more and more scholars with growing interest in metaphor research have developed diverse research direction for it from only one single form of research,which brought about new research area for English teaching in classroom,especially English writing.As we all know,in current English class,how to teach writing is a difficult issue for teachers.As for high school English teachers,they still use most of the time to explain words and grammar without being aware of the need to improve students' English writing capability.As a result,students will only pick suitable words and simple grammar in writing.And such works are rather boring and illogical with unclear semantic expression.In addition to the lack of language environment,it is partly due to the lack of metaphorical ability.To solve the problem of students' lacking the “allegative”,teachers can consciously help students understand the richness of English expressions and develop their metaphorical abilities.Based on the internal relations between metaphor theory and English writing teaching,this paper combines metaphor theory to study its application in high school English writing.In this paper,quantitative research and qualitative approach were combined.Two classes in grade one with equivalent English proficiency were selected from a high school in Harbin.They are considered as a controlled class and an experimental class.The experiment lasted 10 weeks by comparative teaching.In this process,the two classes of students were taught by the same teacher,but the teacher used different teaching methods: traditional English writing teaching and experimental teaching incorporated with metaphorical content,which aims to compare the teaching effects of the two approaches.In addition,this paper also referred to the metaphorical questions designed by researchers at home and abroad,and contained relevant questions.The designed test papers,survey questionnaires and interview questions are applied to test the students' understanding and grasp of metaphorical capability.After collecting and collating the experimental data,the statistical software SPSS 22.0 was used foranalysis.The analysis results show that the use of metaphor skills,their ability to understand metaphors and writing ability of students in the experimental class are more skilled than that of the controlled class,.Findings of the study show that metaphor theory has brought about a new teaching concept in high school traditional English teaching,and can meet students' requirement to have a good knowledge of English.During the teaching and learning process,the students have enhanced their metaphor awareness and expanded metaphoric vocabulary by being exposed to abundant metaphors and relative theories.At the same time,it has laid a solid foundation for language output.Therefore,introduction of metaphor into the EFL writing course will effectively improve the students' writing performance.The study still has some limitation,so further exploration will be made in the future.