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Chapter I Introduction第一章节介绍

1.1 Background of the Research1.1研究背景
Vocabulary is one of the three elements of language, and vocabulary teachingplays a very crucial role in English teaching, so a certain amount of vocabulary issupposed to be necessary in English learning. However, English is wide in vocabularyand complicated in word meaning, meanwhile, it has limited rules to follow，hencevocabulary teaching is considered as a difficulty in English teaching. Besides, thelong misunderstanding of vocabulary leads to a unfavorable effect on Englishvocabulary teaching. Therefore, some linguists and educators start to explore newmethods of vocabulary teaching and try to combine some theories with practicalteaching of English vocabulary.
Since the classic book Metaphor We Live By written by Lakoff and Jonson waspublished in 1980，the limitation of tradition considering of metaphor just as a rhetoricphenomenon has been universally acknowledged and broken through, then theresearch on metaphor in linguistic filed is in the ascendant. With gradually deepeningthe study on metaphor, the idea that “metaphor is pervasive in everyday life, not justin language but in thought and action” (Lakoff&Johnson, 1980) is universallyaccepted in linguistic field. Bowers (2001) points out that metaphor is so widespreadin our daily life that language learners are likely to https://www.51lunwen.org/wordings/ meet rhetoric discourses indifferent steps of language learning, therefore, the mastery of everyday rhetoricdiscourses should be a part of language learning. Based on these awareness，someapplied linguists and teachers from abroad make an attempt at introducing conceptualmetaphorthe finding of cognitive linguistics on metaphor，into foreign languageteaching. For instance, Maclennan(l994:105) lays stress on learners’ metaphoricalawareness and holds that if English learners can understand the function of metaphorin language study，such as language extension and cognitive development, learnerswill be able to take advantage of it to identify the metaphorical mode in currentgrammar and vocabulary. Lazar (1996:44) believes that one important skill which canhelp language learners to enlarge their vocabulary is the competence of identifyingand using the extension of the metaphorical meaning of word. In addition, the dataprovided by Mayer(1993) proves that, compared with the student who have notmetaphor knowledge，the student who have can double the number in resolvingproblems and they are almost one-third more on the memory rate of conceptualinformation(Jiang Yajun, 2003). Both Shu Dingfang and Tang Benqing (2002) believethat language teachers should make flill use of metaphor theories to explain the development of language meaning, the relationship between word senses，and thesystematicness and correlations between different metaphors in language withconceptual metaphor theory. For these reasons, as a cognitive tool, metaphor haspointed out the feasible direction of English vocabulary teaching for us.词汇是语言的三大要素之一，在英语教学中，词汇teachingplays非常关键的作用，所以一定的词汇量在英语学习issupposed是必要的。然而，英语是广泛vocabularyand，复杂的词的含义，同时，它具有有限的规律可循，hencevocabulary教学被视为英语教学中的难点。此外，thelong误解的词汇导致一个不利影响上Englishvocabulary教学。因此，一些语言学家和教育工作者开始探索词汇教学newmethods的，并尝试结合一些理论与practicalteaching英语词汇。
由于本书的经典比喻，我们依靠自己写拉科夫和琼森waspublished的的1980年，传统的限制，考虑的隐喻，只是作为一个rhetoricphenomenon已举世公认的突破，然后035,044语言提交的比喻是方兴未艾。随着逐渐deepeningthe的研究比喻，比喻的想法，“是很普遍的日常生活，而不是justin的语言，但在思想和行动”（莱考夫和约翰逊，1980年）在语言学领域univ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。