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thought and discourse are structured” (Cameron & Low, 2001, p. x). We understand abstractconcepts through our concrete experience via the capacity to map from concrete to abstract domains(Lakoff, 1990). Cognitive linguists think that metaphor not only has rhetoric function, but also cognitivefunction. Metaphor has been not only rhetoric means as same as simile and exaggeration, but also oneof important ways in which we know world and language change. Besides, about the metaphor,language and cognition, they have essential difference among their features, properties and workmechanisms, but they are all the core of linguistic research. Thirdly, from the perspective of languageacquisition and language teaching, the research has shown that language learners can understand andremember better about the word, phrase and paragraph when they are aware of the potential function ofconceptual metaphor（Boers, 2000, p.137-147). Metaphor is built upon consistent cognition of learners.They can use a certain metaphor together only based on their common understanding（Xing Qingqing,2009）.As concerned as metaphor was, the research abroad showed that learners’ competence in theprocess of metaphor acquisition could improve with improving SL level. The learners with higher SLlevel are better at the metaphor comprehension competence. For example, Johnson and Rosano’s（1993）research finding manifested that the difference of 1L or 2L could not impact on thecomprehension and cognitive degree of English metaphor, but the English metaphor as the subject’ssecond language was tested, which discovered that the comprehension competence on metaphor haspositive correlation with the subjects’ SL level. At home, the researcher Wang Hongwei (2010)discussed the fossilization of English learners’ metaphoric production. He considered that thefossilization of metaphor production impacted on the second language level. Generally speaking,learners are inclined to use the language construction, language form or grammar rule which they aregood at and feel easy, this phenomenon can be discovered in any teaching practice. However, the aboveresearch contains too many aspects about metaphor competence and language level in metaphorlearning, its conclusion is that the interference of concept metaphor and error of mapping process is thebasic reason to impact on the learners’ second language level, the conclusion is very correct, but itsresearch is not incisive, especially conceptual metaphor which impacts on the fluency and accuracy ofthe learners’ language expression. The phenomenon on the use and the avoiding of metaphoric languagedoes not discuss deeply. The research of metaphor takes us some enlightenment on language teachingand learning. Nowadays, metaphor theory remains the hot part of second language teaching and learning.Most scholars have done many contributions in this field at home and abroad. This thesis makes ainvestigation on the use of metaphor in Chinese college students’ English writings.

 

1.2 Significance of the present research
The topic of this research, besides my own interest in it, mainly depends on the crazy research ofmetaphor for several tens of years at home. The cognitive metaphor theory has been made a lot ofresearch and analysis in our country, but it is worthy of surveying and researching the metaphorcomprehension and metaphor use for Chinese English learners.Because of the daily utterance comprehension not always ba本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。