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ferences of metaphorsthrough the contrastive analysis between English metaphors and Chinese metaphors. In thisway, it can help stimulate students' interest in learning and effectively promote the acquisitionof language and culture consequently. Therefore, the students' learning efficiency can begreatly improved. As for reading, it can enable students to read more efficiently andsummarize the complicated expressions by cultivating the students' metaphorical competenceand encouraging them to use metaphorical ways of thinking. In addition, it can help studentscorrectly choose words to express ideas, making the writing more vivid and more creative.
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Chapter 2 Literature Review

2.1 Conceptual Metaphor
In 1980，George Lakoff and Mark Johnson published Metaphors We Live By, in whichthey proposed a brand new conceptual metaphor theory. According to their theory, theconceptual metaphor is a kind of cognitive means and a kind of mapping between conceptualdomains，which mainly involves the source domain，the target domain，the experience basisand mapping these four factors. In other words，it is a kind of mapping from the sourcedomain to target domain. People usually map the basic experie’nce to the abstract cognitivedomain so as to get knowledge of and understand the abstract items.In addition, Lakoff and Mark Johnson classify the conceptual metaphors into threefundamental types in the Metaphors We Live By. They are orientational metaphor，ontologicalmetaphor and structural metaphor.Orientational metaphor refers to the metaphors which build a series of metaphors by theconcepts which are used to express the spatial orientation. The concept of space is from thehuman experience and it is also the most basic image schema of human which serves as thebasis of understanding other concepts for human. If this physical space schematic structure isprojected onto the other experience, making the other abstract experience has the sameschematic structure, then the meaning of the words develop the metaphorical ones through theprojection. Take the word “over” for example.
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2.2 Metaphorical Competence
The term of metaphorical competence was come up with for the first time byFlahive&Carrell( 1977), Gardner&Winner(l 978) and Pollio&Smith(1980). Later，Danesi(1986), Low and Littlemore( 1988)further definition of metaphorical competence from aslightly different perspective. Danesi thinks, metaphorical competence is a kind ofcompetence about how to identify and use the novel metaphors, mainly including contextualappropriateness and instrumental these strategies two aspects. The former refers to the abilityto identify conceptual metaphor image, while the latter refers to the ability to use theconceptual schema in communication. Low generalize the metaphorical competence into twoaspects —metaphorical awareness and understanding as well as metaphor creation strategies.Each of them can be further divided，such as the novel metaphors, conventional metaphorsand the ability to recognize the variants of the original metaphors. Littlemore divides themetaphorical competence into four aspects, including the originality of metaphor production,the fluency of metaphor interpretation, the accuracy of metaphor recognition and therapidness of metaphor comprehension. In addition，Gardner and Winner define themetaphorical competence 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。