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nt with the application of conceptualmetaphor theory to the teaching of English writing. The three questions are as follows:1 Can the students who have received the metaphorical kind of teaching improvetheir writing more effectively than the students who have not?2 Can the students who have learned some knowledge about conceptual metaphortheory use more metaphorical expressions than the students who haven not learnedanything about conceptual metaphor theory? In other words, can the students’metaphoric competence be promoted after the teaching of conceptual metaphor theory?3 Is the teaching design valid and practical?

　　
　　1.2 The methodology of This Thesis论文的方法论
　　In this thesis, as mentioned in Section 1.1, a teaching process was designed toprove whether after teaching the students some knowledge about conceptual metaphortheory, their metaphoric competence can be enhanced, and whether they can improvetheir writing more effectively than traditional ways of teaching and thus to provewhether the teaching design is valid and practical. 56 students (from two naturalclasses) in the Art Department in Chongqing Normal University Foreign Trade andBusiness College were taken as subjects, and the two classes were randomly chosen asthe control class and the experimental class. All information about the subjects wasrecorded for further research (see Appendix 3 and Appendix 4). At the beginning, apre-test (see Appendix 1) was adopted to check the students’ metaphoric competenceand their writing before the experiment. And after the pre-test, the control class and theexperimental class received different modes of teaching (for the detailed information,see Appendix 5). And finally in the last week of the experiment, a post-test (seeAppendix 2) was carried out to check the students’ metaphoric competence and theirwriting. The results of both tests were recorded for analysis and comparison.

　　1.3 The General Framework of This Thesis论文结构
　　This thesis is divided into six chapters.Chapter 1 introduces the background and objectives, methodology, and thegeneral framework of this thesis.Chapter 2 is about the literature review, the previous studies on the application ofconceptual metaphor theory in Foreign Language Teaching, and the previous studieson the application of conceptual metaphor theory to the teaching of English writing.Chapter 3 displays the theoretical foundation, namely, the definition, the workingmechanism, the characteristics of conceptual metaphor, and the definition and testingmethods of metaphoric competence.Chapter 4 deals with the application of conceptual metaphor theory to theteaching of English writing, in which Section 4.1 presents the research questions.Section 4.2 describes the students who take part in the experiment. Section 4.3describes the instruments adopted in the pre-test and the post-test. Section 4.4 explainsthe experimental procedures for the control class and the experimental class. Section4.5 is the interview. And finally is the summary in Section 4.6.Chapter 5 reports the results of the research with statistical analysis. Section 5.1 isdata collection including data from the pre-test and data from the post-test. Section 5.2presents quantitative results and discussion including analysis of the results of thepre-test, analysis of the results of the post-test, the average score/number of theassignments in the post-test, and the metaphorical expressions used in the compositions.Sec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。