文档介绍：摘要人们普遍认为隐喻仅仅是一种语言现象,是文学作品用于比较的修饰手法。基于亚里士多德隐喻理论的“对比论”和“替代论”,以及理查德和布莱克的“相互作用论”都将隐喻看作是语言层面上的修辞方式,它的功能是修饰点缀的,并非日常常用语。但事实上,正如莱考夫和约翰逊(1980)所说的那样,从根本上讲,隐喻是人类的认知现象,是一种思维方式:隐喻在日常生活中无处不在,存在于语言中,更存在于入的思维和行为中;我们赖以进行思考和行动的日常概念系统,在本质上也是隐喻的。因此隐喻是人们认知世界的工具。自理查德首先提出隐喻具认知功能之后,越来越多的隐喻研究聚焦于其认知功能上,而且对隐喻的认知研究也越来越系统,莱考夫的概念隐喻理论就是较为完善成熟的隐喻认知理论,它的理论核心是隐喻是人类用其某一领域的经验来说明或理解另一类领域的经验的认知活动。语言是人类认知的产物,隐喻又是人类认知的工具。因此从认知的角度研究隐喻对语言学****尤其是对外语学****的作用,是非常有益和必要的,概念隐喻理论为二者的相互作用提供了契合点。本文通过对概念隐喻理论的理论背景,概念隐喻的定义,运行机制,分类及其特征的详细探讨,将该理论具体运用到英语词汇教学当中,分析了如何通过概念隐喻来学****英语多义词,英语****语,如何理解英语词汇中的文化内涵以及如何通过概念隐喻将相关词汇联系起来;同时又提供了作者利用概念隐喻理论来进行文章词汇教学的一次教学实践,旨在提出对外语教学,尤其是对词汇教学有益的启示供教师和学生参考,使其能在教与学的过程中充分利用隐喻,提高学****效率。本文结论部分指出概念隐喻理论对外语教学中培养学生听浣读写能力方面也具有指导意义和实用价值,值得专家学者及教师进一步研究实验。关键词:隐喻概念隐喻隐喻认知词汇教学 Abstract conmlonly thought metaphor only acompletely phenomenon, and a rhetoric or poetic device employed to achieve of m parison view and substitution which are based view metaphor andRiehards and interactiontheory claim metaphors are used chiefly or ornamental purpose As amatter of metaphor more a thought and action than amatteroflangaage,As Lakotf and Johnson(1 980)state,metaphor abasic human thinkingway orcognitive process and pervasive throughout everyday language structuring not only how we how wethinkandact,and most ofOurordinary conceptual system metaphorical ,metaphor a cognitive Riehards(1936)first put ±brward metaphor had thecognitive function,more andmore studies on metaphor have been focused on eognitive funotion Conceptual metaphor theory advanced by Lakoff mad Johnson amote systematic one cognitive a product ofhuman cognition andmetaphor a of so greatimportance and necessity study ofmetaphor,especially conceptual metaphor,in foreign language tcaching and This intended to some implications conceptual metaphor theory English language teaching and learning,especially vocabulary teaching and learning and further teachers teach metaphorically and students learn metaphorically with