Study On Nominal Metaphors For Chinese Vocabulary Teaching

In recent years,nominal metaphor has become a popular topic in metaphor research,which is not only widely discussed in definitions,characteristics and functions,but also scientifically recognized from the perspective of information processing.However,there are very few discussions on how to put nominal metaphors into Chinese vocabulary teaching and train learners’ vocabulary metaphor ability.In addition,it helps learners to understand and master nominal metaphors,develop Chinese metaphor thinking,cultivate metaphor skills,and enable learners to reasonably use nominal metaphor expressions in communication.On the other hand,it can promote the application of nominal metaphor in Chinese vocabulary teaching,expand the connotation and extension of Chinese vocabulary teaching from the perspective of nominal metaphor,and provide a new research perspective for the theory and practice of Chinese vocabulary teaching.In this paper,the nominal metaphors in the <New Practical Chinese Reader Textbook> are taken as the research object.With the support of Lakoff and Johnson and Halliday’s context theory,the distribution of the nominal metaphors in the textbook is based on the arrangement order of the textbook,the referring nature of nouns and the types of nominal metaphors.By comparing and analyzing the similarities and differences between Chinese and English nominal metaphors,dividing the difficulty level of nominal metaphor teaching,determining the key and difficult points and difficulties of nominal metaphor teaching,and putting forward the corresponding teaching strategies and methods.The main body of this article can be divided into four parts: first,Introduce the background of the subject selection and its research significance,Combing the current situation of Chinese vocabulary teaching and nominal metaphors at home and abroad,Explain the research ideas and methods of this paper;second,To define the concept of a nominal metaphor,And analyze the distribution of nominal metaphors in the <New Practical Chinese Reader Textbook>;third,Comparing with the Chinese-English nominal metaphors in the <New Practical Chinese Reader Textbook>,Find out the similarities and differences,So as to determine the teaching difficulty level of Chinese nominal metaphors;fourth,Take the <New Practical Chinese Reader Textbook> as an example,Systematic teaching strategies and methods are proposed from the three aspects of teacher,students,texts and exercises.After a comprehensive analysis of the nominal metaphors in the textbook,the following conclusions are drawn:Native metaphors have a direct impact on students ’correct understanding and use of vocabulary.Attach importance to the teaching of nominal metaphors is helpful to enhance students’ motivation and interest in vocabulary learning.This requires teachers to improve the teaching awareness of nominal metaphor,students should pay attention to the cultivation of nominal metaphor ability,and teaching materials should reasonably arrange the content and difficulty of nominal metaphor.At the same time,the teaching methods of establishing schema,comparative analysis and situational simulation can be used to cultivate students ’Chinese metaphor thinking and further improve the learners’ ability of practical Chinese.