The Effecfts Of Improving Students' Metaphor Knowledge In Classroom Teaching In A Chinese College

The purpose of this study was to examine the effect of classroom instruction guided by conceptual metaphor theory on students' achievements in English,and investigate the influence of conceptual metaphor learning on students' communicative competence.In addition,it also aims at offering a set of instructional strategies for increasing the level of students' English achievement in English teaching at university level.The research framework is based on Lakoff's(1993)Conceptual Metaphor Theory of Learning.The participants for this study were from Gong Qing College of Nanchang University.There were altogether 200 students and all the students were in the second year and were preparing for the national English proficiency test.Two Standard National CET-4 tests were used to measure the participants' English proficiency.The validity and reliability of the CET-4 as a predictor of achievement in English have been demonstrated in many studies,and the test was thus confirmed to be objective in this study.The study was intended to confirm the hypothesis that metaphor training in classroom teaching could enhance student achievements in English.This study employed both qualitative and quantitative methods,such as a small scale semi-structure interview with students and instructors,recordings,and a questionnaire survey.The findings in this research have demonstrated that the classroom instruction guided by Conceptual Metaphor Theory of Learning can greatly improve students' English achievement.In another words,the research shows that the metaphor learning in classroom teaching have a positive effect on the English achievement in CET-4.The present study also reveals that both teachers and students hold a positive attitude towards this type of classroom instruction.By using this instruction process guided by the theory,teachers can bridging the gap between their L1 and L2,and develop the necessary L2 metaphor knowledge in classroom teaching.On the basis of the findings above,we can draw several implications for English teaching in colleges and universities.First,considering the students' lack of metaphor knowledge,teachers should pay more attention to the application of Conceptual Metaphor Theory in college English teaching.Secondly,teachers should strengthen a analysis of metaphor meaning in classroom teaching and should increase students' ability in analyzing grammar metaphor meanings.Finally,students should follow teachers' lecture to cultivate their metaphor awareness.They should do more exercise in reading,writing,and listening to strengthen their competence in application of conceptual metaphor.