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2 Methodology

2.1 Research questions
As have been discussed in the previous parts, there is a gap between theoreticalresearches on conceptual metaphor and applying metaphor theories in language learningand teaching. Based on the proposition that introducing conceptual metaphor into Englishteaching and learning serves to fill the gap, the present research is based on the assumptionthat applying conceptual metaphors in EFL teaching and learning will improve EFLlearners’ metaphoric competence and facilitate their vocabulary learning. The followingresearch questions are proposed:1) How does the teaching of conceptual metaphor theory can enhance students’metaphoric competence?2) What is the relationship between metaphoric competence and vocabulary level?
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2.2 Subjects
The subjects of this empirical study are freshmen from two classes of HuazhongUniversity of Science and Technology Wuchang Branch. The students are chosen fromtwo natural classes majoring in arts design. 55 students in one class are chosen as thecontrol group(CG). The other class, another 55 students are chosen as the experimentalgroup(EG). There are 30 girls and 25 boys in CG while 28 girls and 27 boys in EG. The freshman non-English majors are chosen as subjects, firstly because they aremotivated so that author can apply this theory to the vocabulary teaching effectively, theyare eager to learn new things when they just entered into university. Secondly, the subjectshave learned English for 8-9 years and they will have a secondary level of English so thatthe teacher can teach conceptual metaphor theory more easily. Besides, all the subjects arenative speakers of Chinese and none of them ever have received any special instructionsconcerning conceptual metaphors before, which will carry the experiment on fairly.During this research, a teaching experiment is carried out, in which two differentapproaches are adopted for one month to teach students English vocabulary. That is, in theCG, vocabulary teaching continues as usual, while in the EG, a systematic instruction ofmetaphor is interwoven with normal language teaching.
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2 Methodology2.1 Research questions .........(27)
2.2 Subjects .........(27)
2.3 Instruments ......... (28)
2.4 Procedure of the teaching experiment .........(31)
2.5 Post-test.........(46)
2.6 Data collection and analysis .........(47)
3 Results and Discussion3.1 Analysis of questionnaire survey.........(49)
3.2 Analysis of pre-test and the result .........(55)
3.3 Analysis of post-test and the results.........(57)
3.4 Discussion ...........(61)

3 Results and Discussion

The data collected from questionnaires, the pre-test and post-test are analyzed andprocessed by EXCEL and the software SPSS 17.0 with a statistical method involvingindependent samples T-test and correlation analysis. The software SPSS 17.0 will give ussome tables to illustrate the results of the two tests, and according to those tables, detailedanalysis has been conducted to explain the meaning of numbers in the tables, in which way,the author provides both the numeric information and the narrative information explicitly.In the following discussion, the explanation of the results by anal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。