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sed on the literal meaning, it undermany circumstances surpasses literal meaning. It needs deal with figurative language (Shi Luoxiang,2008). It is a very important criterion for comprehending and using metaphor or similar language tobalance second language learners’ language level. Generally speaking, the traditional rhetoric includessimilar, metaphor, exaggerate and so on. These traditional rhetoric language expressions are alwaysresearched in traditional language and teaching research. Metaphor was always regarded as a languagequestion, but not a thought question (Lakoff, 1993, p.202-251). However, because of the rapiddevelopment of cognitive science, especially for the cognitive linguistics, linguistics have no longerresearched metaphor on the rhetoric level, but on the cognitive level to emphasize the important bridgerole of metaphor between language and cognition. They think that metaphor is one of very importantmeans to know world and change language (Hu Zhuanglin, 2004, p.3). Where there is language, there ismetaphor. That is to say, we can find metaphor in language anywhere; metaphor has the feature ofuniversality and penetrability.

 

1.3 Framework of the thesis
The thesis consists of five chapters. Chapter one briefly introduces the research background, thesignificance and the whole structure of the thesis.Chapter Two is literature review. It consists of four sections. The first section explains the basicconcepts of the present research, including the definition, types of metaphor and functions of Englishmetaphor. The second part review previous theoretical and empirical studies on English metaphor use ofChinese learners taking English as second language home and aboard. The third part is to introducelanguage transfer including its definition, manifestations and contrastive analysis hypothesis. Based onthe literatures reviewed, this part comes to an end with the focus of the present study established. Thelast part is about the study of metaphor use in English writing.Chapter Three describes the research design of this study, including the research questions, subjectsinvolved, research methods, data abstracting and analysis.Chapter Four is the key part of the present study. It is the results and discussions of the study, itcontains two parts. The first part analyses the situation about the use of metaphor in the Chinese collegestudents’ English writing, it includes that compared with the English native speakers, to what extent dothe Chinese college students testify differences relating the frequency of concept metaphor expressionsadopted in the writing. And it includes answering whether there are obvious differences betweenChinese college students of different English level on the metaphor use in writing. The second part iswhat the causes of affecting the metaphor use is. There are two reasons to affect the metaphor use in theEnglish writings. If English learners in China apply metaphor language which includes Chinesemetaphor language and English metaphor language in the English writing, which one is always applied.Chapter Five concludes the thesis with the main findings, theoretical and pedagogical implicationsobtained from the present study. Limitations and suggestions for further studies are also provided.

 

Ⅱ Literature Review .....................16-31
    2.1 Introduction to ..................... 16-23
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