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Chapter Six RESULTS AND DISCUSSIONS

6.1 Introduction
The research design and the methodology of the present study were clearly andexplicitly described in the last two chapters, including the research questions and theircorresponding hypotheses，the selection of the participants, the arrangement of thelearning materials, detailed procedures and the control sessions of the experiment. Thedata collected from the experiment was responsible for testifying the hypothesesproposed in Chapter Four, which is the prior task in this chapter.The numeric data gathered from the test papers and questionnaires were submittedinto statistical software SPSS 13.0. The results will be presented by tables and figures,together with descriptive comments and analysis so as to provide the readers with amore vivid and convincing results.
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Conclusion

From the results of the present study, we find it undeniable that conceptualmetaphor approach of teaching and learning English idioms constitutes an effectivechannel for fostering comprehension and retention of idioms. Both the test results andquestionnaires demonstrate that the approach can be expected to be especiallybeneficial for learners' retention of the meaning of idioms，and to a lesser extent fortheir retention of the forms of idioms. Some pedagogical implications can be obtainedfrom the findings: One very important point must be made clear at the outset: that conceptualmetaphor approach is not intended to be a substitute for the established idiom orvocabulary learning methods; rather, it serves as a complementary technique. Nor is itconceived to be a separate learning program; rather，it should be conceived of as beingintegrated with other approaches to language learning and teaching. Althoughconceptual metaphor approach was systematically compared and contrasted withtraditional method in the experiment for studying the experimental effect, it can actuallybe used in conjunction with, or in addition to, any existing methods and approaches.
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