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well. There are a beginning and an ending both in a person’s life and in atheater. In a word, comparison plays an essential role in the process of interpretingmetaphors. The major limitation of the comparison view is that metaphor should beconfined only to poetry, though it may give language a lofty and dignified quality.The substitution theory was first proposed by Quintillian, a Roman rhetorician. Heheld that a metaphor is where a metaphorical expression is used in place of someequivalent literal expression (Yan 60). For instance, in the metaphor, “Mark is a lion”,“lion" is a replacement for “a brave man.” The main concept of the substitution view is“replacement”, that is, the whole metaphor sentence is a replacement for a literalsentence. For example, He is a fox can replace He is clever or He is cunning.
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2.2 The Cognitive View on Metaphor
With the cognitive study of metaphor, several theories appeared, among which theconceptual metaphor theory is commonly recognized as an influential one of thecontemporary views of metaphor. With the publication of the book Metaphors We Live By, Lakoff and Johnson haveput up the most impressive empirical demonstration of how metaphor is pervasive notjust in language but in our thought and action. In this book, they claimed that “70% ofthe common language originating from metaphor”. The term metaphor has beenredefined from the conceptual perspective as “the essence of metaphor is understandingand experiencing one kind of thing in terms of another” (Lakoff and Johnson 5). In theirview, metaphor is not simply a words or expressions but of concepts, of thinking onething in terms of another. In this view metaphor is not only the sole device of creativelinguistic imagination; but becomes a valuable cognitive tool and is conceptual in nature. According to Lakoff (205), metaphors can be understood as “mapping from a sourcedomain to a target domain”. Take the conceptual metaphor “LIFE IS A JOURNEY” forexample. It includes understanding one domain of experience, life, in terms of a quitedifferent domain of experience, journey. Under the conceptual concept “LIFE IS AJOURNEY”.
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Chapter Three Research Methodology ………..23
3.1 Research Questions.......23
3.2 Subjects......24
3.3 Instruments....24
3.3.1 Receptive Metaphoric Competence Test....24
3.3.2 Reading Proficiency Test......27
3.4 Procedures of the Study.....28
3.4.1 Pilot Test.......28
3.4.2 Main Study.......28
3.4.3 Data Collection.....29
Chapter Four Research Results and Discussion ......30
4.1 Results and Data Description....30
4.2 Discussion.....44
Chapter Five Conclusions.......47
5.1 Conclusions.......47
5.2 Pedagogical Implications.......48
5.3 Limitations.....49

Chapter FourResearch Results and Discussion

4.1 Results and Data Description
Question 1: What is the present situation of college non-English majors’ receptivemetaphoric competence?Before we answer this question, an overview of the experimental data is necessary.The first part of the questionnaire is to evaluate the subjects’ performance in metaphoridentification. In this part, the subjects are asked to rate the sentences along the ratingscale from 1 to 5, most subjects tick the columns marked from 2 to 4. To better describethe subjects’ performance we t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。