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Research on Conceptual Metaphor Teaching Method of L2 Vocabulary at College Level from Cognitive Perspective

Author: YinGuoJia
Tutor: ManYongZhen
School: Hebei University of Science and Technology
Course: English Language and Literature
Keywords: Unified cognitive Cognitive Metaphor Vocabulary Teaching Polysemy Idiom
CLC: H319.1
Type: Master's thesis
Year: 2010
Downloads: 134
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Abstract


Second Language Vocabulary teaching and research has been the development of more than two centuries, for the human contribution to the Second Language Vocabulary pedagogy. These teaching methods in varying degrees, to promote the teaching and learning of second language vocabulary. However, for most of the second language learners, vocabulary is still a major obstacle to influence their second language acquisition process. With the rise of cognitive linguistics, some researchers have begun to study of second language vocabulary teaching and learning from a cognitive perspective. There are a lot of metaphors in the language as well as the unity between the human cognitive basis for further study of this thesis. This paper intends to explore from the perspective of psychological cognitive analysis of second language vocabulary metaphor Instruction. In the field of literature and rhetoric, has long been metaphor simply as a rhetorical way, the purpose is to obtain a better description of the effect. The 20th century, the development of cognitive linguistics renewed interest of linguists and other scholars of metaphor. The metaphor of cognitive research climax Lakoff and Johnson. They believe that most of the human thought process metaphor. In order to determine the effect of the Second Language Vocabulary metaphor pedagogy, teaching for ten weeks before and after the experiment, the experimental class and control class students participated in the pre-test and post-test. After the teaching experiment, the experiment, the students also filled out questionnaires. The results of the pre-test and post-test analysis software SPSS. The analysis showed that the results of the experimental class students have improved significantly, while no significant change in the results of the control students. This shows that, the the metaphorical vocabulary teaching can help students improve efficiency as well as metaphorical ability to remember words. Experimental class students survey also shows that, compared to traditional teaching methods, students believe that greater the metaphorical vocabulary teaching them help. There is a lot of evidence to show that between unified human cognition, but such a unified cognitive because of the history, culture, experience different in many respects, the performance of different, and these differences, however, are not completely unable to be understood. Does not correspond to the cognitive differences between words, the need for foreign language teachers to help guide the students to understand from the point of view of cognitive metaphor. The benefits of doing so is to find out the rationale between word and meaning, to help students understand and remember the word, and help them to consciously use the metaphor of knowledge to speculate that the other meaning of known words. In addition to the application of the metaphor in teaching vocabulary, the metaphors can also be used in the teaching of the language reading, grammar, translation.

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