English Vocabulary Teaching In Junior High School Based On Conceptual Metaphor Theory

Vocabulary is the foundation of language learning and plays a vital role in the development of skills in listening,speaking,reading and writing.But students still use rote learning and mechanical memory to learn vocabulary.It not only ignores the semantic connection between words and words,but also ignores the role of cognitive factors in vocabulary comprehension,leading students to confuse the meaning of polysemous words,idioms and fixed collocations.So the effect of students learning vocabulary is still not improved.In order to change this situation,many scholars and experts began to research English vocabulary teaching methods from the cognitive aspect of metaphor.In 1980,Lakoff and Johnson pointed out that metaphor is no longer just a rhetorical method,but a cognitive way,which is a cognitive process of mapping the familiar,known,and specific category concepts to the abstract category concept to obtain abstract concepts.It is the basis of human cognition and thinking.Many scholars have applied conceptual metaphor theory-based vocabulary teaching method to teaching vocabulary.But previous studies have shown that the conceptual metaphor is mainly used to guide vocabulary teaching in colleges and universities,and it is rarely used in a low stage of school,especially junior high school vocabulary teaching.Therefore,the author tried to apply the conceptual metaphor to junior high school English vocabulary teaching to test whether it is useful for improving the achievement of vocabulary in junior high school.The author selected 100 students from two classes in the 3rd grade in Minqin County Experimental Middle School,one of whom was randomly chosen as the experimental class and the other is the control class.A three-month teaching experiment was carried out.In the EC,the conceptual metaphor theory was used for vocabulary teaching,and the regularly-used vocabulary teaching method was used in the control class.The author collected questionnaire data and test data and input the data into SPSS21.0 for analysis and comparison.The results of test show that compared with the traditional vocabulary teaching method,the vocabulary teaching method based on conceptual metaphor is more helpful to improve the learner's vocabulary memory level and lexical meaning understanding level;the results of the questionnaire indicate that the students The interest in vocabulary learning has improved significantly.This study gives some suggestions to junior high school English vocabulary teaching,but there are still limitations.The author hopes that this study can provide help for the majority of junior middle school English teachers in vocabulary teaching,and provide a reference for further research by future researchers.