| Idiom teaching is an important but also a weak part in the field of Teaching Chinese as a Second Language. Current researches and studies are mostly focused on the idiom itself, or the error analysis of the learners. Few studies are from the perspective of cognitive metaphor, and don’t pay much attention on learners’ understanding and cognitive process of metaphors and related idioms, as well as the researches about systematically idiom teaching for students.Conceptual metaphor theory establishes a close connection between metaphors and idioms, provides a cognitive basis for the understanding of idioms. Metaphor theory applied to the Chinese idioms can effectively help students further understand the meanings of idioms, the cognitive and thinking process, and culture connotation.This paper discussed the relationship between metaphor and Chinese idioms in the framework of conceptual metaphor theory;Determined the teaching scope of idioms; Analyzed the Cognitive mechanism and significance of structural metaphorical idioms, ontological metaphorical idioms, spatial metaphorical idioms and numerical metaphor idioms; Observed the learning and learning conditions of both students and teachers by questionnaire survey, used the spatial metaphor as an example, observed the students’understanding condition towards Chinese metaphors; Furthermore, took the spatial metaphorical idioms for instance, observed the influence of introducing space words’metaphor meanings on students’understanding through an experiment, analyzed the difficulty levels of understanding and the related factors; On the basis of survey and experiment, carried out an teaching case study, observed the feasibility and effectiveness of our teaching methods, and found out the existing problems. Finally discussed the enlightenment of this research brought to, in order to promote further usage of metaphor theory in idiom teaching, as well as the further practice of metaphorical teaching method in systematically teaching of idioms. |
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