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he words with severalsenses really causes problems for both our foreign language teachers and learnersbecause these senses are seen as unrelated and unsystematic under the influence oftraditional linguistics. In the English language learning process, a good master ofthese senses is called the most difficulty, i.e. a deep learning of every language unit iscomplicated. As for the acquisition of polysemous words，many linguists and scholarsengaged to do a lot of practical researches in their work to facilitate the efficientlearning. In the years past, the strategy commonly employed by teachers is either toask learners to learn the multiple senses by rote or to encourage them to infer thesenses from context. However, rote learning is time-consuming process. In addition,the finding in some researches suggest that inferring the senses of a polysemous wordis not so effective as what people expect，and most impotently, it does not necessarilyresult in long-term retention.However, the development of cognitive science helps us break through the fenceof structuralism and explain the linguistic phenomenon of polysemy from the externalworld~from the human subjective interaction with the objective world. As thein-depth study of language, especially based on the booming cognitive science，peoplegradually recognized that meanings of a word are actually systematic. The relationsbetween meaning items are cognitive-based. Thus, researches of second languageacquisition, particularly of the second language teaching，have made new progress.Many foreign scholars have initially made some experiments on the condition ofEnglish language learners' acquisition about polysemies and made certainachievements in this field. These years, at home, there arise a large amount ofscientific researches about the application of cognitive linguistics in English languagelearning. However, the theoretical aspect is overwhelming while the practicalresearches are not that positive. That is because some researches are only feasibletheoretically, and they don't have a way to be applied into real situation. For manylanguage learners, studies of vocabulary are still tacky and the talks about that isremain fashionable. The reason lies in that there is no practical and feasible meaningteaching method to breakthrough the conventional rote learning, or to release thereliance on context, thus we fail to grasp the secret of word-meanings.Taking these into consideration, to help our English language learners well masterthe rule of word meanings, the author of this paper tries to apply cognitive researchachievements about polysemies to English word meaning teaching and optimize thepractical teaching effect through the establishment of a new scientific cognitive mode.

1.2 Purpose and Significance of the Research of This Thesis研究意义和目的
Semantics is generally defined as the study of meaning, and it holds an importantposition in the study of language. We make sounds, words, sentences, not for sake ofmaking them. We make them in order to mean something, to express some meanings.In this account we say that words set the back for understanding. If we don't haveenough vocabulary, we will not comprehend those different sentences and structures.The first difficulty in the study of meaning is that the word "meaning" itself has manymeanings. In their book The Meaning of Meaning written in 1932，C.K.Ogden andI.A.Richards presented “a representative list of the mai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。