| English reading plays an extremely essential role in college English teaching, and it is oneof the main goals in English teaching to promote English reading competence of students. Inrecent years, conceptual metonymy from cognitive linguistic provides a new perspective forcollege English reading teaching and has received more and more concerns and attention.Conceptual metonymy appears in all aspects of language, as well as a kind competence oflanguage using is closely related to the language teaching. Therefore, application ofconceptual metonymic thinking to English reading teaching is of great importance to enhancethe students’ reading competence. In daily teaching process, the teacher should guide studentsto find out conceptual metonymy phenomenon and make proper explanations and makestudents take metonymy as a way of thinking of human cognition and train students’awareness of conceptual metonymic thinking, which can stimulate students’ study interest andenthusiasm and effectively promote their reading competence so that it greatly contributes toEnglish reading learning and students’ competence of using language.In order to study on effectiveness of conceptual metonymy on college students’ readingcompetence, this study lasts for twenty weeks and randomly selected two classes. Theexperimental group and control group have used different teaching mode: the control groupfor traditional teaching method; the experimental group for the new method that teachersapply metonymic thinking to English reading teaching.The research results show that the teachers consciously cultivate students’ metonymicthinking, which can stimulate students’ interest in reading and get a better understanding ofthe reading materials. The results of post-test also indicates that there is significant differencebetween the experimental group and control group in English reading and the students canunderstand the culture hidden in the expressions of the articles and strengthen understanding.Therefore, the conceptual metonymic thinking has a positive and effective influence onEnglish reading, which greatly promotes English reading teaching and it is necessary tocultivate students’ conceptual metonymic thinking. The thesis is divided into five parts:Chapter one: Introduction. It indicates the motivation and significance of the study Chaptertwo: Literature Review. Chapter three: Research Design. Chapter four: Results and Discussion.It indicates that conceptual metonymic thinking affected students’ reading competence, whichexists a significant difference between the two groups. Chapter five: Conclusion. |
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