大学非英语专业学生的隐喻能力与英语水平之间的相关性分析-课程与教学论专业论文.docx

iii iii The data analysis yielded the following findings: Firstly, the scores of participants in the metaphoric competence test display a normal distribution but at the relatively lower level, indicating that L2 learners’ metaphoric competence is yet to be developed. Secondly, Chinese EFL learners’ metaphoric competence, as their scores indicated in the test, is substantially and positively correlated to their English proficiency level, which suggests the learners’ level of metaphoric competence may presumably vary along with English proficiency. It may rightly warrant pedagogical approach that introduces metaphorical competence into real teaching practice. Thirdly, there is a varying degree of correlation between the learners’ performance in the different sections in MC test and CET-4. On one hand, the first two aspects in metaphoric competence test (namely: find meaning in metaphor and fluency of metaphor interpretation) correlate significantly with scores in CET-4. And the originality of metaphor production doesn’t correlate with CET-4. This can be explained by the fact that CET-4 examines more about students’ receptive skills in English study than about their productive respect. On the other hand, the subjects’ level of metaphoric competence displays remarkable positive correlation to their writing, reading, and listening performance in CET-4 except cloze. It implies that the test-takers process the information through more or less of their metaphor knowledge. And metaphoric competence in a large measure may ensure a greater natural degree of the learners’ ‘literalness’. Finally, from the pedagogical perspective, the author proposes teaching metaphor as a subject and metaphorical teaching as a teaching approach to improve L2 learning. Key Words: metaphor；metaphoric competence; English proficiency; correlation Abb Abbreviations vi vi BT Blending Theory CET China English Test CF Conceptual Fluency CMT Conceptual Metaphor Theory EFL English as a Foreign Language ES