An Empirical Study Of High School English Polysemous Vocabulary Learning From The Perspective Of Conceptual Metaphor Theory

Vocabulary teaching is an important part of foreign language teaching,and polysemy learning is the difficulty of vocabulary teaching.Traditional English vocabulary teaching does not attach too much importance to the relations between the meanings of polysemous words.Therefore,in the process of teaching polysemy,teachers give single or multiple meanings of polysemy,and students learn polysemous words by mechanical methods and single mode of memory.As a result,students are not interested in learning polysemous words in vocabulary learning,and their vocabulary has not been up to the standard of the New Standard of English Curriculum for senior high school.With the development of cognitive linguistics,English vocabulary learning has a new development.Metaphor theory is gradually becoming more widely-known.For example,a polysemous word may created by a basic meaning based on metaphorical cognition to expand and produce other meanings.As the basic cognitive operation of the generation and expansion of word meanings,conceptual metaphor theory provides a new perspective for the English polysemy study,especially for learning English polysemous words by senior high school students.Based on conceptual metaphor theory,this thesis will explore the feasibility and effectiveness of polysemy studying for students in senior high school,and the following problems will be studied:From the perspective of conceptual metaphor theory,this thesis analyzes the obstacles and problems of polysemy studying for students in senior high school;Will polysemy studying methods based on conceptual metaphor theory be of help to students to learn more words?This study adopts the method of empirical research.Two classes in Senior Two in Hanzhong,Shaanxi were selected as experimental objects.One class(A)was randomly selected as the control group to learn English polysemous words by traditional method;the other class(B),the experimental group,used vocabulary learning method based on conceptual metaphor theory to learn English polysemous words.Students can learn the basic meaning of polysemous words on the basis of understanding this theory,and then master each meaning ofpolysemous words.This empirical study includes questionnaire,pretest and post-test.The final data are analyzed by SPSS 23.0 and Excel.According to the data analysis,the following conclusions are drawn:1.From the perspective of conceptual metaphor theory,this thesis analyzes the relevant factors that affect the learning of English polysemous words by students in senior high school,and finds out the reasons that affect the learning of English polysemous words by students;2.Teaching practice of English vocabulary in senior high school English should be combined with conceptual metaphor theory,which can help students better understand English polysemous words;3.High school English teachers should enrich their metaphorical knowledge,improve the skills and methods of metaphorical vocabulary teaching,and pay more attention to the cultivation and strengthen of students' metaphorical awareness and ability.On the basis of empirical research,this study is of certain theoretical and practical value in comparative analysis and practical application,and it can provide enlightenment for the teaching and learning of English polysemy in senior high school.However,due to the limitation of objective factors,there are some limitations in the number of subjects and the duration of the study.In the future,the study will further expand the scope of the experiment and extend the experimental time,so as to further improve the application value of the study.