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rting point of the metaphorical expression in language.According to Lakoff, the human language and thought are all metaphorical.Conceptual Metaphor , as a cognitive means of human being and the deep mechanismof language, is universal and systematic.

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2.2 Metaphorical competence
The application of Conceptual Metaphor is to make the master of target language more and more fluent through the cultivating of Metaphorical competence, it isregarded as a vital factor in the control of target language. In 1972, Hymes putforward the concept of communicative competence. And then, in 1980, Canale &Swan proposed the four parts of communicative competence, including organizingcompetence, social language competence, and grammatical competence and planningcompetence.Gardner & Winner (1978) defined metaphorical competence as the explanationof the influence of metaphor, translation of metaphor, assessment on the appropriateof metaphor and output of metaphor for a particular situation. However, differentresearchers have various definitions of metaphorical competence.Widdowson (1984) asserted the communicative competence is the ultimate goalof language learning. Thus the role of metaphorical competence in language learningand teaching is very important. Low (1988) defined metaphorical competence as thecompetence of constructing innovative meanings from the traditional meanings fromthe perspective of idiosyncrasy and convention.
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Chapter Three Research methodology...... 20
3.1 Research questions........... 20
3.2 Subjects...... 20
3.3 Instruments............ 21
3.3.1 Materials.....21
3.3.2 Tests............21
3.3.3 Questionnaires.......22
3.3.4 Interview.... 22
3.4 Procedure....23
3.5 Data collection.......31
Chapter Four Data analysis and discussion......... 33
4.1 Data analysis and discussion of the questionnaires and interview.... 33
4.2 Analysis and discussion of the tests and interview...... 41
Chapter Five Conclusion..... 48
5.1 Major findings....... 48
5.2 Limitations............ 49
5.3 Suggestions............49

Chapter Four Data analysis and discussion

This chapter consists of two sections, data analysis and discussions. It is the vitalsection in this study because the data is the evidence to testify whether the studysuccessful or not. The data analysis was processed by computer and SPSS 17.0. Theresults were used to testify whether the method based on Conceptual Metaphor canimprove students’ motivation of English vocabulary learning, and whether theapplication of Conceptual Metaphor can enhance students’ vocabulary metaphoricalcompetence in college more effectively than traditional method.

4.1 Data analysis and discussion of the questionnaires and interview
The questionnaires (Appendix II) are design to understand their motivationtoward the learning of vocabulary. Before the experiment, the author conducted thepre-questionnaire on the students in CC and EC, aim to survey whether there are thesignificance differences between the two classes. After the experiment, thepost-questionnaire would be proceed in CC and EC, aim to survey the difference ofthe two classes after the application of the Conceptual Metaphor Theory.The pre-questionnaire (Appendix II) is conducted to verify whether themotivation o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。