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conceptual metaphor theory in classroomteaching can satisfy students with a fresh experience to motivate them learning cultureknowledge actively. In order to test the two hypotheses, an experimental class and acontrolled class were chosen to participate in the study. The subjects are selected fromsophomores of non-English majors of Chong Qing Normal University. In experimentalstage, the teacher in the experimental class attempts to teach culture knowledge by themeans of metaphor. In controlled class, the teacher still takes some traditional methodsto teach cultural knowledge without concerning any metaphor theory. The experimentaldata is collected by the means of tests and questionnaires. In the end, the results of testsand questionnaires proved that conceptual metaphor theory is helpful to teach culture.

 

1.3 The Significance of the Research研究意义
Many researchers find that students learning culture knowledge is very difficult.They often consider culture knowledge as an isolated language phenomenon so thatthey are unable to use the culture knowledge that they have learned to communicatewith the native English people fluently. As a result, students often lose their interest inculture learning and bear a heavy burden to study the culture knowledge that differsfrom their mother tongue. How to help students to learn culture knowledge in an easy,interesting, and effective way? What method can trigger students’ interest in culturelearning? How to lessen students’ burden to learn culture knowledge? All thesequestions inspire the author of the paper to look for a new approach to teach cultureknowledge.Therefore, in the paper, the author proposes a hypothesis that metaphoricalapproach to culture teaching is effective to facilitate the present culture teaching. Then,an empirical study is conducted in order to prove the hypothesis. The results of thestudy suggest that the new method is efficient to students. It is easier to arouse students’interest to learn culture and increase their ability of cultural analysis. Furthermore, theadvantage of this method is that it not only can help student to learn cultural knowledgeeasily, interestingly and systematically, but also can improve their culture sensitivity andthe ability of using foreign language.

 

1.4 The Structure of the Thesis论文结构
Chapter one illustrates the research background, the purpose and significance ofthis research as well as the structure of this paper.Chapter two offers a review of related research covering studies of metaphor,culture-based studies on metaphor and studies of metaphors in language and cultureteaching.Chapter three explains conceptual metaphor theory, including its workingmechanism, experiential basis and types. Then, the author discusses the relationshipbetween metaphor and culture, explores the universality and cultural variation inmetaphor, and analyzes the cultural cognition essence of emotional conceptualmetaphors, which provide the possibilities to investigate the influence of the differentcultural factors upon the understanding of metaphor and shed light on the pedagogicalimplications for culture teaching.Chapter four describes the hypotheses, subjects, the method and instrument as wellas the process of an empirical study of metaphorical approach to culture teaching indetail.Chapter five gives analysis and discussion of the experimental results. It firstintroduces the way and process of the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。