| Conceptual metaphor is the textual framework and the basis of people’s conceptualization.Narrative English continuation writing is the new college entrance examination question type on three topics of harmony between human and themselves,harmony between human and society and harmony between human and nature.Coherence is the essential criterion to evaluate narrative English continuation writing.To analyze how conceptual metaphor constructs textual coherence,the thesis proposes three following questions:(1)What is the conceptual metaphor to construct the textual coherence of narrative English continuation writing?(2)What is the current situation of conceptual metaphors outputted by high school students in narrative English continuation writing?(3)What are the factors leading to different conceptual metaphors outputted by high school students?The thesis adopts the theoretical framework which is constructed by the textual coherence under one conceptual metaphor theory and mixed metaphor theory.Under that framework,the thesis firstly analyzes different conceptual metaphors in narrative English continuation writing.Secondly,the thesis investigates factors leading to those different ones by interviewing high school students who produce coherent texts,basically coherent texts and incoherent texts.Here are the major findings:(1)Under the topic of harmony between human and themselves;the topic of harmony between human and society and the topic of human and nature,conceptual metaphors of the reading part are that falling into inferiority,falling into indifference,and falling into war metaphor respectively.(2)Based on the theoretical framework,the current situation of conceptual metaphors outputted by high school students in the writing part reveals that conceptual metaphors in 61 coherent texts can achieve the facing and resolving of inferiority;indifference,and war.Conceptual metaphors in 64 basically coherent texts can support the facing and resolving of inferiority;indifference and war but contain mixed metaphors.Conceptual metaphors in 50 incoherent texts fail to face or resolve inferiority;indifference and war.The findings reveal that high school students output relatively good conceptual metaphors and have high conceptual metaphor application ability.(3)The interview indicates that cross-cultural awareness,English pragmatic competence and Chinese writing ability are three factors that lead to different conceptual metaphors outputted by high school students.Based on the findings above,the thesis is hoped to promote the teaching of high school English continuation writing and improves the English continuation writing ability of high school students. |
