概念隐喻在英语词汇教学中的应用研究

Research on the Application of Conceptual Metaphor in English Vocabulary Teaching

摘要: 莱考夫和约翰逊提出，隐喻的实质就是一种认知过程，隐喻既是一种思维模式，也是一种认知工具。概念隐喻具有诗歌、修辞、语言学、认知等功能，能够正确引导英语词汇的学习，提高学生英语词汇的学习效率，是广大英语教师必须重点关注的理论之一。概念隐喻在英语词汇学习中的特点是，它能够利用源域和目标域之间的关联，为学生创造一个关联性的记忆，有利于推动学生记忆相对陌生、抽象的事物，有利于学生更好地掌握英语词汇的学习。本文通过对概念隐喻理论的介绍，进一步论述了如何在英语词汇教学中最大程度地利用概念隐喻理论，并总结了英语教师如何能够从概念隐喻和教学的结合中获取启示，希望达到激发学生的学习兴趣、提高学生英语词汇量的目的。

Abstract: Lycow and Johnson propose that the essence of metaphor is a cognitive process, and that metaphor is both a mode of thinking and a cognitive tool. With its poetic, rhetorical, linguistic and cognitive functions, conceptual metaphor can properly guide the learning of English vocabulary and improve students’ English vocabulary learning, and is one of the theories that the majority of English teachers must focus on. Conceptual metaphor in English vocabulary learning is characterised by its ability to use the correlation between the source and target domains to create an associative memory for students, which is conducive to promoting students’ memory of relatively unfamiliar and abstract things and facilitating students’ better mastery of learning English vocabulary. By introducing the theory of conceptual metaphor, this paper further discusses how to make the most of it in teaching English vocabulary and summarises how English teachers can gain insights from the combination of conceptual metaphor and teaching, in the hope of achieving the goal of stimulating students’ interest in learning and improving their English vocabulary.