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1、ApplicationofCognitiveFunctionofMetaphortoTextualVocabularyTeachingABSTRACTBasedonthesimilaritiesandmappingsbetweentwodomains,theknownandtheunknown,cognitivefunctionofmetaphorofspatialmetaphor,structuralmetaphorandconceptualmetaphor,helpsstudentstogetmeaningsofvocabularies
2、andeventuallytounderstandthewholediscoursewithsomeconnotations.Inthebook"MetaphorWeLiveBy(1980)",LakoffandJohnsonsuggestedthatcognitivefunctionofmetaphoractsasapowerfultooltohelpstudentslearntheunknownmeaningsofwords,phrasesandsentencesatdiscoursebyanalyzingthewholecontent
3、oftext.Thus,theauthorthinksthatthecognitivefunctionofmetaphorcanbeusedasaneffectivemethodfortextualvocabularyteaching.Theproblemsinvocabularylearninglieinthestudents’neglectofdiscourseandthefailureingraspingthepolysemousmeaningofwordsatdiscourse,therefore,thestudyfocuseson
4、twoquestions:1)Basedontheunderstandingofthevocabulary’soriginalmeaning,whetherthecognitivefunctionsofspatialmetaphorandstructuralmetaphorcanhelplearnersperformbetterinunderstandingthisvocabulary’sextendedmeaning?2)Whethercognitivefunctionsoftheconceptualmetaphorcanenablest
5、udentstoperformbetterinderivationoftheunknownvocabularyandunderstandingofthewholediscoursebygraspingtherelationshipbetweentheknownandtheunknownvocabularies?Duringthestudy,97non-EnglishmajorsophomoresfromShanxiUniversityareselectedassubjectstotakepretestsandpost-testsforthe
6、collectionofcorrespondingdata.AllthedataareanalyzedwithWordsmith,asthemaintextualanalysistool,toillustratetheeffectsofspatialmetaphorandstructuralmetaphorandconceptualmetaphorinvocabularyteachingthroughtests,questionnaires,etc.ThemajorfindingsofthisresearchshowsthatEG(empi
7、ricalGroup)studentsconductedwithstudyingofcognitivefunctionofmetaphorareatahigherlevelthanthatofNEG(non-empiricalGroup)invocabularyanddiscourseunderstanding.Andi万方数据obviously,studentsconductedwithstudyingofcognitivefunctionofmetaphorcanbecultivatedandexpandedtobemoreprofes
8、sionalintextualvocabularylearninginashortperiodoftimeItisexpectedthattheabovefindingsofth
