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通过对大学生英语成绩的调查和对其隐喻能力的测试,发现大学生隐喻能力有专业差异、年级差异与性别差异;学习者的英语水平与隐喻能力的相关性较高,这与隐喻认知理论不谋而合。结合对受试者的访谈,认为应该将隐喻理论与传统英语课堂教学的各个部分相结合,加强文化渗透,运用隐喻认知策略,培养学生英文思维方式,提高学习效率,真正提高英语水平与应用能力。
Through the investigation of college students’ English scores and the test of their metaphorical abilities, it is found that the college students’ metaphorical abilities have professional differences, grade differences and gender differences. The correlation between learners’ English level and metaphorical ability is higher, which is not related to metaphorical cognitive theory Make ends meet. Combined with the interviews with the subjects, I think we should integrate the theory of metaphor with the traditional English classroom teaching to strengthen the cultural infiltration, the use of metaphor cognitive strategies to develop students’ thinking in English, improve learning efficiency and improve the standard of English and application ability.