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interpretation to lots of language phenomena. For example, thecause of language formation must be surveyed a second time). A good many externalfactors has also become an essential viewing angle, such as social and cultural factor,the way people know the world around us and so on. Therefore, it’s unavoidable toexpand the conception of linguistic signs and it’s natural to understand them oncemore. Iconicity, as a vital part of cognitive linguistics, is no wonder valuable to thestudies on semiotics, especially on linguistic signs. It broadened a larger field inlinguistic signs, which has become a necessary result to the development of moderncognitive science and linguistics. For such a long time, iconicity has been discussingand studying all over the world. Meanwhile, the theory of iconicity is widely appliedin different fields such as to analyze poetry, novels and other styles. It is also used forlanguage teaching, English-Chinese comparison and stylistic analysis, etc, butscarcely is it applied to the combination of language in English vocabulary teachingand iconicity in cognitive linguistics.
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2.2 English vocabulary teaching

2.2.1 The importance of vocabulary teaching
For many years, the researchers abroad have devoted to the study of grammar. Itwas not until 1980s that they turned to the study of vocabulary part and got manyvaluable conclusions. Language is an instrument of communication. It is the basicnature of any language. The famous linguist Willinks once said: Without grammar,very little can be conveyed; without vocabulary, nothing can be conveyed. It plays animportant part in language study.” (Willinks, 1972) “No matter how well the studentlearns grammar, no matter how successfully he masters the sounds of a secondlanguage, without words to express a wide range of meanings, communication in thatlanguage can’t happen in any meaningful way.” (Mc Carthy, 1990) In China, learners have done much research on vocabulary teaching strategies. LiGuangyi pointed out that vocabulary has direct impact on the competence of listening,speaking, reading and writing (Li Guangyi: 2003). It’s not difficult to write and speakif an English learner has stored a large amount of vocabulary. Gong Rong (2003)regarded vocabulary as the bottleneck that stops students from rapid progress in theirEnglish study.
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Chapter Three Approaches of Iconicity Theory in Application........17
3.1 Phonetic iconicity .......17
3.2 Morphological iconicity....21
3.3 Semantic iconicity.......23
3.4 Grammatical iconicity.......24
3.5 Etymological iconicity......25
3.6 Word-order iconicity.........26
Chapter Four Research Methodology.......29
4.1 Participants......29
4.2 Data collection ......30
4.3 Data analysis .........33
Chapter Five Conclusion ........37
5.1 Summary of the thesis ......37
5.2 Research findings........38
5.3 Limitations of the research .....38
5.4 Further research suggestions.........39

Chapter Four Research Methodology

4.1 Participants
The participants of this study were selected from the High School Attached toLiaoning Normal University in Dalian. These 136 senior high school students rangingfrom 15 to 18 years old learned English as a second language. And they were fromtwo parallel classes of senior two Class 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。