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Laufer (1997) stated out that vocabulary came from human’s daily life,which reflected the world. Most linguists know that vocabulary is a crucial part oflanguage teaching and it has the essential importance to language learners. If thelanguage learners can not apply some suitable methods to acquire the new vocabulary,they will learn less than what they can do and may be kept from the language learningchances around them. Therefore, it is necessary for English teachers to make clearwhat the problems, aims, tasks and perspectives of English vocabulary teaching andlearning are. In the first section of this chapter, the author illustrated that vocabulary played animportant function in the language learning. But most of the vocational schoolstudents do not have enough vocabulary in their English learning, which makes themfeel it difficult to learn English well. They consider rote learning is not helpful forthem to memorize words, but they still use this way unconsciously. They oftenmemorize the words by repeating them again and again without any comprehension ofthe words. It can undoubtedly help students to memorize some words for a short term.
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2.2 Studies on Developments of English Vocabulary Teaching Methods
Since the 18thcentury, many studies on second language vocabulary learning andteaching have been done, which can be marked into four stages: Grammar TranslationMethod, Direct Method, Audio-Lingual Method and Communicative Method. Each ofthem has its natures and functions.In the early of the 20thcentury, the Grammar Translation Approach was firstintroduced in English vocabulary teaching. Its objectives were both to make studentsread and write with the classical materials and to pass standardized exams. Thismethod emphasized the priority of the written language, the literary excellence andthe correctness. Characteristics of this method about vocabulary teaching were thatvocabulary selection was based on mainly on the reading texts used. Ricoeur (1997)pointed out that the archaic structures and obsolete vocabulary were mainly used inthe literary language samples. The students were usually taught to select the literaryvocabulary by its ability to illustrate the grammatical rules, on the other hand, thedirect vocabulary often used to explain the grammar principles (Kovecses, 1996). So agreat number of words can be learned by the learners in the bilingual vocabulary lists,the dictionary and other kind of ways.
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Chapter Three Theoretical Framework.........15
3.1 Lakoff & Johnson’s Conceptual Metaphor Theory.........15
3.2 Application of Conceptual Metaphor Theory to English.........23
3.3 Summary .........29
Chapter Four Research Design.........30
4.1 Research Questions.........30
4.2 Subjects .........30
4.3 Instruments .........31
4.4 Materials.........31
4.5 Research Procedures .........32
4.6 Summary .........39
Chapter Five Data Analysis and Discussion.........40
5.1 Data Presentation and Analysis.........40
5.1.1 Pre-test.........40
5.1.2 Post-test.........43
5.2 Data Discussion.........48
5.3 Summary ..........49

Chapter Five Data Analysis and Discussion

5.1 Data Presentation and Analysis
Data was acquired from a pre-test and a post-test which was perf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。