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f 1980, with the publication of Metaphors We Live by (Lakoff&Johnson,1980), the studyof metaphor give us a new page, shifting away from the transactional ornamental function of metaphor andthe linguistic aspects of metaphor to the cognitive nature of metaphor. Richard (1993:3) states that one viewof how to improve teaching is through the use of instructional materials, so that “quality of teaching willcome about through the use of instructional materials that are based on findings of current theory andresearch.” Richard (ibid) maintains that instructional materials can have a profound effect on teaching thatteachers rely on such materials to define the language courses they teach. He also quotes one frontierteacher’s opinion on her attempt of some new materials: “This book has totally turned around the listeningprogram in our school. We really do not know what to do with listening before.” Thus, there should be ascientific theory that can give the frontier teachers some guidance on listening teaching approach.

Chapter Two Literature Review

2.1 Studies on Metaphor Theory Abroad
The etymological study of word metaphor indicates that the word is derived from French (metaphore)and Latin(metaphora), and can be ultimately traced back to the ancient Greek metapherein, transferred asMETA+Pherein, to bear(Oxford English Dictionary1996).“Meta”means“beyond”and“Pherein”means bring.The Webster dictionary defines metaphor as a figure of speech in which a word or phrase literally denotingone kind of object or idea is used in place of another to suggest alikeness or analogy. According to BritainEncyclopedia, metaphor is a figure of speech that implies comparison between two unlike entities, asdistinguished from simile, an explicit comparison signaled by the words “like” or “as.” The distinction isnot simple. The metaphor makes a qualitative leap from a reasonable, perhaps prosaic comparison, to anidentification or fusion of two objects, to make one new entity of the characteristics of both. Many criticsregard the making of metaphors as a system of thought antedating or bypassing logic.
In the foreign countries, Metaphor research had experienced three phases including rhetoric’s,semantics and multi-disciplinary research as the core of cognition. There were different theoriesmushroomed in each stage. From about 300BC to 1930s, from Aristotle to Richards, the metaphorresearches were mainly on rhetoric filed. The second stage was from 1930s to 1970s. A lot of scholarsfocused on semantics study on metaphor from the view of logic, philosophy and linguistic. From 1970 tonow, metaphor researches entered into multidisciplinary era. The main achievement of contemporarymetaphor research was to reveal the important role of metaphors or metaphorical thinking in many areas,such as “metaphor and truth”, “metaphor and science”, “metaphor and poetry’s well as “metaphor andsecond language teaching” and soon. On the other hand, Ortony (1979) thought in the 20thcentury thatmetaphor researches had been concluded as the studies on distinction between constructism andnon-constructism, though such a categoration is far adequate.

Chapter Three Theoretical Framework.......... 26-35
    3.1 Cognitive linguistic approach..........26-29
        3.1.1 Phonetic Metaphor ..........26-27
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