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r semantic meaning than the “lie” used in “lie my ship”. Based on this theory,metaphor is restricted to the field of rhetoric as a figure of speech, and it is always used in aprovocative speech or a heated debate. Therefore, according to Aristotle, this kind of languageonly belongs to genius people, but not the ordinary one, because a good metaphor implies anintuitive perception of difference.
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2.2 Previous Studies of Chinese and English Metaphorical ExpressionsFrom the Perspective of Conceptual Metaphor Theory
Since metaphorical expressions play an important role in people’s everyday life, theyhave always been explored by many scholars. There are so many studies of Chinese andEnglish metaphorical expressions from the perspective of Conceptual Metaphor Theory.Yu (1995), for example, carries out a study of metaphorical expressions about anger andhappiness in Chinese and English. Lin (1998) conducts a similar study of metaphoricalexpressions about anger in Chinese and English. Lan (2003) writes a book which makes aresearch on orientational metaphors in Chinese and English. There are other relevant theses.They have investigated Chinese and English metaphorical expressions about many concepts,such as taste and eating (Wang Yinping, 2005; Wang Yinxue, 2007), from the perspective ofConceptual Metaphor Theory. These studies help us a lot to learn Chinese and Englishlanguage, but there are few relevant studies of metaphorical expressions about learning.
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Chapter Three Theoretical Framework.....17
3.1 Introduction......17
3.1.3 Experientialism........ 19
3.2 Working Frame of Conceptual Metaphor..... 20
3.2.1 Experiential Bases of Conceptual Metaphor.........20
3.2.2 Cross-domain Mappings of Conceptual Metaphor........25
3.2.3 Experiences and Cross-domain Mappings............30
3.3 Summary..........31
Chapter Four A Study of Chinese and English Expressions of Learning ........33
4.1 Same Conceptual Metaphor of Learning in Chinese and English............. 34
4.2 Semi-same Conceptual Metaphor of Learning in Chinese and English.........51
4.3 Conceptual Metaphor of Learning Only Used in Chinese.......64
4.4 Summary..........67
Chapter Five Conclusion...........69
5.1 Major Findings..........69
5.2 Limitations and Suggestions for Further Studies............71

Chapter Four A Study of Chinese and English Expressions ofLearning From the Perspective of Conceptual Metaphor Theory

This chapter is the main part of this thesis. In this chapter, Chinese and Englishconceptual metaphors of learning will be studied in detail. Six conceptual metaphors oflearning are used both in Chinese and English. They are “LEARNING IS TRAVELING”,“LEARNING IS BUILDING”, “LEARNING IS RACING”, “LEARNING IS GETTING”,“LEARNING KNOWLEDGE IS EATING FOOD” and “LEARNING IS LISTENING”. The“HUMAN LEARNIG IS PLANTS GROWING” metaphor only exists in Chinese. Eachconceptual metaphor is independent from the other six, and each of them is an individualsystem. Therefore, this thesis will analyze them one by one.This thesis will firstly explore their experiential bases to explain why one concept can beused to structure the concept of learning. Cross-domain mappings and correspondingmetaphorical expressions will be presented and analyzed to show how conceptual metaphorsstructure the concep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。