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High school Students from mainland China are surrounded by a multitude of words in the classroom every day, when they read textbooks, worksheets,and work with their peers about topics of study. In most cases, it is laborious for students to learn polysemous words, the words with multiple senses, because switching from one sense of a polysemous word to another sense generates a processing cost in a judgment task. These ways are also called rote learning, a very common memorization technique which plays a dominant part in second language teaching and learning in Chinese classroom context. This research employs the Metaphor Identification Procedure (MIP), with illustrations of how the procedure which gives a new view on English polysemy teaching can be applied to identifying metaphorically used words (polysemy).