英语论文网

-42
    4.2 Implication for college English reading teaching......... 42-46
        4.2.1 Implication for teachers .........42-45
        4.2.2 Implication for college students .........45-46
Chapter Ⅴ Conclusion .........46-48
    5.1 Major findings of the study .........46
    5.2 Limitation for the study......... 46-47
5.3 Recommendations for further study .........47-48

Conclusion

This thesis attempts to investigate the influence that conceptual metonymy has on thestudents’ reading comprehension. The main findings of the thesis can be summed up asfollows:
Firstly, the application of conceptual metonym to college reading teaching can help thestudents enlarge their vocabulary, improve their ability to guess the meaning of words in text,inspire their interesting of reading, thus facilitate their reading comprehension.
Secondly, in college reading teaching, the application of conceptual metonymy can makestudents understand the cohesion and coherence of text. This improves students’ capability tograsp the writers’ tendency of emotion and writing purpose, and enhances students’ inferentialability of the text. Then students can understand the main idea of the text precisely andunderstand the organization structure of the text more clearly.
Thirdly, through the application of conceptual metonym in college reading teaching,students can know more background knowledge of west culture which enables themovercome the reading obstacles. They can understand the cultural connotation well so as tohave a better grasping of the theme and the content of the text.
All in all, conceptual metonymic method in college English reading teaching has morepositive effects on students’ reading comprehension. It is hoped that some practical strategiesoffered in this thesis is helpful for teachers and learners.

Bibliography
[1] Blank, A. Co-Presence and Succession: A Cognitive www.51lunwen.org/daxueyingyu/ Typology of Metonymy. In Panther, K. andRadden, G. (eds.), Metonymy in Language and Thought. Amsterdam/Philadelphia: John BenjaminsPublishing Company, 1999.169-191.
[2] 教育部高等教育司.《大学英语课程教学要求》[M].上海:上海外语教育出版社, 2007.2-10.
[3] Gibbs, R. W. The Poetics of Mind: Figurative Thought, Language, and Understanding. CambridgeUniversity Press, 1994.61-76.
[4] Dirven, R. Conversion as a Conceptual Metonymy of Event Schemata. In K.-U. Panther, & G. Radden(eds.), Meotnymy in Language and Thought. Amsterdan and Philadelphia: Benjamins, 1999. 275-285.
[5] Kǒvecses, Z. & Radden, G. Toward a theory of metonymy[C]// Panther K-U. and Radden G.Metonymy in Language and Thought(pp.17-59) [M]. Amsterdam: John Benjamins PublishingCompany, 1999.20.
[6] Taylor, J. Linguistic Categorization: Prototypes in Linguistic Theory (2nded.) Beijing: ForeignLanguage Teaching and Research Press,2001.101-130.
[7] Lakoff, G. & Johnson, M. Philosophy in the Flesh – The Embodied Mind and its Challenge toWestern Thought. New York: Basic Books, 1999.89-110.
[8] Ruiz de Mendoza F. & Diez Velasco. Patterns of conceptual interaction. In R. Dirven & R. Porings(eds.), Metaphor and Metonymy in Comparison and Contrast (pp. 489-532). Berlin/ New York:Mouton de Gruyter, 2002. 497.
[9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。