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age.  Krashen  proposes  that  acquisition takes  place  when  learners  are  exposed  to  comprehensible  input,  which provides  a  possible  way  to  learn  metaphors.  While  Schmidt  emphasizes the  important  role  that  notice  plays  in  metaphor  acquisition:  only  when “input”  is  transferred  into  “intake”  may  acquisition  take  place.  These theories lay a solid foundation for the research in Chapter Three and the discussion in Chapter Four, so they are to be elaborated in this part.    

2.1 The Conceptual Metaphor Theory 
In  the  last  2000  years,  metaphor  was  studied  within  the  discipline known as rhetoric. It was considered as a kind of implicit comparison and characterized by the schematic form: A is B, which contrasts with simile, where  the  comparison  is  overtly  marked  by  the  use  of  “as”  or  “like”. After  a  long  and  tortuous  evolution  of  metaphor  theory,  from  the comparison  theory,  the  substitution  theory,  the  interaction  theory,  and finally to the Conceptual Metaphor Theory (CMT) in 1980, metaphor was found to be a means of cognition and a way of thinking, which led a new epoch of metaphor study.  Lakoff  and  Johnson  put  forward  CMT  in  the  book  Metaphors  We Live  By  (1980),  and  pointed  out  that  metaphor  is  not  only  a  language rhetoric,  but  also  a  way  of  thinking,  namely  the  metaphoric  concept system. According to their study, metaphor penetrates through daily life, not  just  in  language,  but  in  thought  and  action.  The  common  conceptual system with which we think and act is fundamentally metaphoric. That is to say, metaphor is ubiquitous.  
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2.2 The Input Hypothesis 
In the late 1970s, Krashen (1985) put forward the Monitor Model on SLA,  which  includes  five  hypotheses.  The  Input  Hypothesis  (or  the Comprehensible Input Hypothesis) is one of them, which gives sufficient emphasis on the important role of input in the process of SLA. According to  the  hypothesis,  “acquisition”  takes  place  only  when  the  learners  have enough access to language input and are able to understand it, which is a little  beyond  the  current  level  (i  level)  of  their  competence  (i.e.  The  i+1 level).  Input  that  is  comprehensible  to  learners  will  automatically  be  at the  right  level.  Krashen  insists  that  only  by  obtaining  comprehensible input  continuously,  can  language  learners  move  forward  to  a  more advanced level and improve thei本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。