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he necessity andsignificance of this study by pointing out the problems existing in the current teachingsituation of prepositions. Learning by rote or presenting the meanings along with theexamples obviously fails to meet this demand. The preposition acquisition andteaching has become the short board of the second language teaching and the strongdesire of the students for more powerful support from the teachers make it necessaryto change the current acquisition and teaching methods. At the end of this part theorganization of this thesis is briefly introduced.The second chapter is the part of literature review. This research is conductedunder the framework of the cognitive linguistics. Cognitive linguistics observes themental representation of the concrete things in the world. And metaphor is aneffective way the human being understand the world. At the same time，theimportance of the prototype is stressed in the category. Under the framework of thesetheories, the cognitive analysis can reveal the inner semantic relationship betweenvarious meanings and improve the efficiency by forming a systematic comprehensionof the cognitive nature behind the meanings.The third chapter first explains the reason why the prepositions of in and to areselected. And then under the framework provided in Chapter 2，the research tries to ‘analyze and reveal the inner semantic structure of a preposition, that is, to discover theinner semantic relationship between each meaning，and the position where eachmeaning occupies in the category. A systematic cognitive comprehension of the natureof the prepositions of in and to provides a theoretical support for the empirical studywhich is carried on to testify the effectiveness of this hypothesis. In this part the thesisfirst analyzes the image schema hidden in each meaning listed in the dictionary. Thegreat resemblance of these image schemas shows the inner relationship, in otherwords, these meanings constitute a category. In this category，the prototypical sense ofin is TO BE EN A BOUNDED SPACE and the prototypical sense of to isINDICATING A DIRECTION. And the prototypical domain for both prepositions isthe spatial domain. The metaphorical mapping enables the prototypical sense toextend into other abstract domains such as the domain of virtual space，the domain ofstate，the domain of time, and the domain of part and whole. The metaphoricalmapping not only provides the way how the semantic extensions are achieved, butalso connects these meanings into an organic semantic network. This organic semanticnetwork helps the learners to form a systematic mental representation of the usages ofthe preposition in and to.Chapter 4 and 5 are the body of this study. Based on this discussion in Chapter 3，a teaching experiment is conducted to testify the effectiveness of cognitive approachon the preposition teaching. Through the independent sample T test of the total scoreof EG and CG before and after the experiment, it is found that cognitive approach hasa great positive influence on the preposition acquisition and teaching. It will berewarding to apply cognitive approach to the second language teaching. The result ofthe comparison of the score in five cognitive domains shows that the cognitiveapproach has the greatest positive effect on the prototypical domain. The domains canbe arranged as the following: the prototypical domain, the domain of state, the domainof part and whole, and scale, the domain of time, and the domain of virtual spa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。