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1、HITGraduationThesisfortheMADegreeAbstractVocabularyplaysanimportantpartinEnglishteachingandlearning,andvocabularyacquisitiongoesallthewaythroughtheprocessofEnglishlearning.Therefore,studentshavespentalotoftimeandenergyinmemorizingvocabulary.However,theachievementshav
2、ebeenfarfromsatisfying.AccordingtoConceptualMetaphorTheory,metaphorisnotonlyanornamentaldeviceusedinrhetoricalstyle,butalsoanindispensableandpowerfulcognitivetoolforhumanbeings.Metaphorispervasiveineverydaylanguageandplaysacentralroleinsemanticchangeandexpansion,soth
3、atitbearscloserelationshipwithlanguageacquisition,especiallyvocabularyacquisition.ThepresentpaperisintendedasatrialtodevelopavocabularyteachingandlearningapproachbasedonConceptualMetaphorTheory.ThispaperfirstlyintroducedtherelatedknowledgeaboutConceptualMetaphorTheor
4、yandreviewedthecontemporarystudiesathomeandabroadaboutvocabularyteachingandlearning.Thisresearchpaperfurthercarriedoutempiricalstudyconcerningverbalphrases,idioms,andproverbstoexplorewhetherintroducingConceptualMetaphorTheoryintoTEFLinChinacancultivateEFLlearners’met
5、aphoricalcompetenceandthereforefacilitatevocabularyacquisition.Twointactclassesofnon-Englishmajorfreshmenofthesameproficiencylevelwerechosenasparticipantsinthisresearchwithoneclassastheexperimentalclassandtheotherasthecontrolclass.Theinstrumentconsistedoftwocopiesoft
6、eachingmaterials,onepretestpaper,andtwoposttestpapers.Thesixweeks’empiricalresearchwascarriedoutaccordingtothefollowingprocedure:carryingoutpilotstudy;carryingoutpretest-III-HITGraduationThesisfortheMADegreetoensuretherewasnoapparentdifferenceofknowledgeaboutvocabula
7、ryandmetaphoricalcompetencebetweenthetwoclasses;instructingofteachingmaterial1forbothclassesandcarryingoutposttest1totestwhetherincorporatingconceptualmetaphorintotheteachingofverbalphrasescanfacilitatevocabularyretentionandexpansionabilities;instructingofteachingmat
8、erial2;carryingoutposttestpaper2totestwhetherincorporatingconceptualmetaphorintotheteachingofidiomsandproverbscanimprovestudents’lo
