Construction Of Intermediate And Advanced Reading Chinese Textbook Under The Cognitive Metaphor

Cognitive linguistics holds the opinion that metaphor is the basic thinking tool of humanbeings. But the background of the life experience and culture is different，which makes thedifference in the metaphorical language in races. The process of language acquisition is actuallythe process of building the new metaphorical structure of the target language. Language learnerscould rebuild the understanding of the world by the new metaphorical concept.The Chinese reading textbook should not only offer the learning materials of languageelements but also the way of using language. Metaphor is a phenomenon of language using.Language learners take advantage of imagination and thinking to get the real meaning of the textthrough the conflict between language units and contexts. Metaphor competence is not derivedfrom gene but the training in language learning process. Metaphor competence depends on theteaching and learning of metaphor in the second language learning. Textbooks are the mostimportant teaching materials and the vehicle of the metaphorical expressions. The designation ofthe textbooks should be guided by the cognitive metaphor method. It can not only intimate theapplication of metaphor method but also change the method of textbook writing. Therefore, thispaper discusses three important problems: the learnablity of metaphor competence, the necessityof metaphors and how to apply metaphor method to textbook writing. This paper collects themetaphorical expressions from four reading textbooks and analyzes the data. It drew aconclusion that there are many metaphorical expressions in textbooks but the writers areindifferent to the metaphorical expressions. This paper will make efforts to give some advices ofhow to apply the metaphor method to textbook writing in order to improve the quality of Chinesereading programs.