The Application Of Conceptual Metaphor Theory To Teaching Reading In College English Intensive Reading Class

The Conceptual Metaphor Theory, advanced by Lakoff and his colleagues, revolves around the relationship of language, metaphor and cognition. The theory gives a detailed account of the system of conceptual metaphors, which operate deep in human thought and cognition. The theory also studies conceptual metaphors and their corresponding linguistic manifestations. It provides a conceptual tool and cultural perspective for text analysis in a top-down manner, thus facilitating both the reading teaching theory and Chinese College English reading instruction.We first look into the essence of reading by reviewing the definitions of reading, essential abilities involved in reading comprehension, and the three important reading models including their strengths and weaknesses. Then through the analysis of the aims of College English reading instruction, learner factors with regard to Chinese College English learners and current reading instruction especially culture teaching and text teaching in China, we find that cultural function and discourse structure of the language haven't been given due attention by teachers, and that reading instruction based on Conceptual Metaphor Theory may be a good alternative to improve the current reading instruction in College English intensive reading class.Then we have a survey of the key concepts of Conceptual Metaphor Theory. According to Conceptual Metaphor Theory, conceptual metaphors are fixed cross domain mappings formed through human interaction with the physical and cultural environment. The system of Conceptual metaphors is rooted in our conceptual system as a mode of thought guiding our everyday thinking and actions, and it surfaces in everyday language in a systematic manner as well. The systematic and conceptual nature of conceptual metaphor establishes the text coherence. And its interrelationship with language and culture makes conceptual metaphor the bridge between text and its cultural context.Next we explore the application of the Conceptual Metaphor Theory (CMT) to reading teaching in the following two aspects. First of all, we explore how to apply CMT to cultivating students' cultural awareness especially in sensitizing them to the cultural context and meaning of the text. Secondly, we explore how to apply the Systematicity and conceptuality of conceptual metaphor to reading instruction at the discourse level.By applying CMT to reading teaching, this thesis explores both the theoretical merits in foreign language pedagogy and the practical value in Chinese College English reading instruction.