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f vocabulary learning in these two classes is in same level. In order tomake sure the reliability and validity of the questionnaire, it is revised according tothe AMTB (Gardner, 1985) and the paper Motivation Types of Chinese CollegeUndergraduates by Gao Yihong. There are18 items in 4 dimensions, intrinsic interestmotivation, situation motivation, immediate motivation, and instrumental motivation.All the students in these two classes are asked to finish the questionnaire. Thepercentage method would be adapted to the analysis of the result of thepre-questionnaire. Table 4.1 indicates the detail and analysis of the results.
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Conclusion

According to the analysis in the former chapters, it can be found that theapplying of the Conceptual Metaphor in vocabulary teaching is an effective method incollege. In this chapter, the findings, the limitations and the suggestions are presented.From the experiment, some major findings of this research can be summarized asfollowing:Firstly, from the comparison of the two questionnaires, it can be seen that themotivation of English vocabulary learning has changed. Before the experiment, thestatistics show, the students’ learning motivation is low. However, after theexperiment, statistics shows the learning motivation of the students in ExperimentalClass is higher than that before the experiment. While, the learning motivation of thestudents in Controlled Class is remains nearly unchanged. Therefore, it can beconcluded that the application of the Conceptual Metaphor can improve students’motivation of English vocabulary learning.Secondly, the applying of Conceptual Metaphor on vocabulary teaching incollege is an effective method to enhance the vocabulary metaphorical competence.The students in EC have a better understanding of the abstract word by the applyingof the new method. The pre-test shows students in both classes are on the similar levelin vocabulary metaphorical competence. However, in the post-test, the score of EC ishigher than that of CC. Meanwhile, the score of EC in post-test is high than that ofpre-test, while the score of the CC in the post-test is nearly the same to the score inpre-test. So it can be concluded that the new method based on Conceptual Metaphorcan enhance students’ vocabulary metaphorical competence more effectively than thetraditional method.In conclusion, the application of Conceptual Metaphor is more effective invocabulary learning than the traditional method. The traditional way of vocabularyteaching emphasizes the mechanic memorization of English vocabulary, while thenew method based on Conceptual Metaphor builds the cognitive diagram, and makethe learning of vocabulary becomes systematic and flexible. So it can be conclude thatit is feasible to apply the Conceptual Metaphor in college vocabulary teaching.
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