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er Three Methodology ....... 27
3.1 Research Hypotheses ...... 27
3.2 Subjects......... 28
3.3 Instruments ......... 28
3.4 Procedure ...... 32
3.5 Text Analysis....... 48
Chapter Four Data Analysis and Discussion ..... 49
4.1 Analysis of the Interviews Before the Experiment ......... 49
4.1.1 Results of the Interview From Teachers ...... 49
4.1.2 Results of the Interview from Students Before Pretests....... 50
4.2 Data Analysis of Pretests ...... 52
4.2.1 Result of Pretest 1 .... 52
4.2.2 Result of Pretest 2 .... 53
4.2.3 Result of Pretest 3 .... 54
4.3 Data Analysis of the Posttests ..... 56
4.4 Qualitative Analysis and Discussion....... 63
Chapter Five Conclusion ....... 71
5.1 Major Findings.... 71
5.2 Pedagogical Implications...... 72
5.3 Limitations of the Study ....... 73
5.4 Suggestions for Further Studies........ 74

Chapter Four Data Analysis and Discussion

4.1 Analysis of the Interviews Before the Experiment
There are six questions (Appendix I) all together for the teachers, and they should give adetailed description for the first five questions and answer yes or no for the last question. Forthe first two questions, all the teachers just took metaphor as a means of rhetoric, but didn’tknow its other effects at all. They said that metaphor was artistic and ornamental for speeches,and it was not easy for students to learn or use. They added that the non-English majors’ are ata lower level, whose vocabulary and grammar were very poor, so that memorizing morewords and learning grammar rules well were the main tasks for these students. Therefore, theypreferred to teach students simple metaphors from rhetoric scope, such as Life is a chocolate.Besides, they didn’t think simile belongs to metaphor, but they would like to analyze suchstructures, such as A is like B and A is as… as B. and encourage students to use such sentenceswhich can make writings better. For the third question on English writing, the teachers agreedthat enough vocabulary and perfect grammar knowledge was the key for students to get highgoals. What’s more, imitation is helpful, which could offer some beautiful sentences tostudents. Lastly, they said that students should master writing models by which they couldknow clearly how to construct writings. When these teachers were asked about the fourthquestions on writing thought, they were at loss, which showed obviously that most of themwere not conscientious about this question. Only two of them said that having a clear writingthought indeed helped to construct writings, so they sometimes told students to pay attentionto logic between sentences instead of outside cohesion. For the fifth question, all the teachersadmitted that they did not train students how to construct writings, instead, they preferred toprovide students models and allow students to imitate the structure or the outline, and then askthem to write by themselves. And for the last question on the training of metaphoric thinking,the answer was no.

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Conclusion

Based on the discussion of the limitations of this study, several suggestions for furtherstudy are concluded as follows.First of all, the samples should be enlarged in the further study and 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。