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1、Intheabove,LinMaillustratedthemetaphorsObamausedinhistwovictoriousspeeches.Andnow,I’dliketosaysomethingabouttheenlightenmentthatmetaphorscouldbringtoEnglishteachingpractice.ThroughLinMa’sanalysis,weknowthatmetaphorsaboundinbothChineseandEnglishlike鐵石心腸,snow-wh
2、iteetc.However,alargenumberofEnglishlearnersstillhavedifficultymemorizingwords,distinguishingphrases,writingcompositionsandspeakingcorrectlyandauthentically.Infact,metaphorscontributespartlytoit,inotherwords,metaphorscanhelptosolvesuchproblemstosomeextent.Chin
3、eseisdifferentfromEnglishintermsofthinkingpatternsandsoon.Chinesepeopletendtousewordsthattheycandirectlysensethroughorganslikeeyes,noses,etc,todescribethings,whilenativeEnglishspeakerstendtodescribethingsfromtheirnature.Forinstance,wecallthis―紅綠燈‖,apparentlyfr
4、omtheperspectiveofcolors.Then,let’stakealookatwhatitisinEnglish,itiscalled―trafficlight‖,itisgetdepictedintermsofitsfunction.Thedistinctioninthinkingbetweenthetwolanguagesalsoexistsmetaphorically.SoitisofprimeimportancetograspmetaphorsbeforetrulylearningEnglis
5、hwell.Chinese:紅綠燈(descriptionintermsofcolors)English:trafficlight(descriptionintermsoffunction)Now,I’dliketoshowyourespectivelyfromthefollowingaspects:words,expressions,writingand….FeasibilityLearningMechanismAccordingtoKant,onlywhenthealreadyexistedinformatio
6、ninahearer’sbrainisassociatedwithwhathereceivescananewmeaningbebroughtabout.ProfessorGuiShichunholdsthattheprocessoflearningisoneinwhicholdandnewinformationinteract.Thelearneractivatestheacquiredknowledge,andthentheactivatedknowledgeinterplayswiththenewlyrecei
7、vedknowledgeinsuchawayastoproducenewmeaningsandgetstoredinthebrain.TobeBrief,weusewhatweknowtounderstandwhatwedonotknow.NewKnowledgeInputInteractAcquiredKnowledgeInformationProcessorBrainOutputAcquiredKnowledge:learnedmothertongueandlearnedEnglishknowledgeNewK
8、nowledge:notyetlearnedEnglishknowledge1TheMechanismofMetaphorsLakoffandJohnsonintroducedsourcedomain,targetdomainandmappingtothestudyofmetaphors.Theyproposethatmetaphorworksinsucha