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t of learning. Different aspects of the target domain can be depicted bydifferent source domains; thus different aspects of learning showed by different conceptualmetaphors will be analyzed in this part. Reasons for similarities and differences betweenChinese and English conceptual metaphors of learning will also be discussed.

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Conclusion

This thesis is dedicated to systematically studying Chinese and English expressions oflearning from the perspective of Conceptual Metaphor Theory. In this thesis, their experientialbases, cross-domain mappings and relevant metaphorical expressions are illustrated. From theabove researches, following conclusions can be reached.A careful analysis of related metaphorical expressions shows that there are four sameconceptual metaphors of learning in Chinese and English. They are “LEARNINGKNOWLEDGE IS EATING FOOD”, “LEARNING IS RACING”, “LEARNING ISGETTING”, and “LEARNING IS LISTENING”. Semi-same conceptual metaphors oflearning in Chinese and English are “LEARNING IS TRAVELING” and “LEARNING ISBUILDING”. “HUMAN LEARNIG IS PLANT GROWING” only exists in Chinese. Bydividing Chinese and English conceptual metaphors of learning into three types according tothe degree of their difference, this thesis tries to provide an easier way for the reader tounderstand and grasp these metaphorical expressions.When analyzing the experiential bases of these conceptual metaphors, this thesis findsout that “LEARNING IS TRAVELING” is based on correlations in experience. “LEARNINGIS RACING”, “LEARNING IS BUILDING” and “HUMAN LEARNING IS PLANTGROWING” are based on perceived structural similarities. “LEARNING IS GETTING” and“LEARNING KNOWLEDGE IS EATING FOOD” are based on perceived structuralsimilarities which are induced by basic metaphors. “LEARNING IS LISTENING” is formedin such a situation where the source domain is the origin of its target domain.
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The reference (omitted)
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