摘要：隱喻不僅是自然語言中普遍存在的一種現象，而且影響我們的思維方式。隱喻作為認知和語言的紐帶，在詞匯學習中扮演著不可或缺的角色。從隱喻入手學習詞匯符合認知規律，可有效的突破傳統詞匯學習的瓶頸，從而幫助學生達到真正意義上的概念流利。

關鍵詞：認知隱喻；概念隱喻；英語教學

Abstract: Metaphor is a ubiquitous phenomenon in the natural language and actually influences our way of thinking. Word learning from metaphor conforms to the law of cognitive science. With the help of metaphor， students can effectively extricate from difficulty in word learning， and achieve a genuine conceptual fluency.

Key words: cognitive semantics; conceptual metaphor; teaching in English I.Preface From the beginning of last century to now，scholars have done much research on metaphor from different angles such as philosophy， logics， linguistics and so on. They find thatmetaphor exists everywhere in people’s daily life， and so does in almost all human language. In 1980， Lakoff&Johnson’s book Metaphors We Live By was published， from which we know more about the importance and relationship between metaphor and language-studying. In college English vocabulary teaching， teachers will frequently contact with metaphor phenomenon in word learning， grammar and chapters. English vocabulary is abundant， both simple and complicated， many of which are somewhat romantic and mysterious. If a person wants to use a new language well to express himself and communicate with others， he should acquire plenty of vocabulary. So in this paper， I will probe into the significance of metaphor on the vocabulary teaching in college English. II．The definition of metaphor and some related research The word metaphor originated from the word metapherein of Greek， in which meta means over and pherein means to carry， and the whole meaning is to carry over. Early more than two thousand years ago， in ancient Greek， Aristotle defined in his book Poetics that metaphor is to use the name of another matter as that of this one. In later 1980s， American scholar Albert indicated that metaphor is a kind of valuable structure of language. Lakoff&Johnson use the mapping between source domain and target domain and image schemas to reveal the metaphor phenomenon. Theypointed that our conceptual system is largely metaphorical， and our ordinary conceptual system， in terms of which we both think and act， is fundamentally metaphorical in nature （Lakoff&Johnson， 1980:3）. One of the commonest of all types of semantic change is metaphor: applying a word to something it does not literally denote in order to draw attention to a resemblance. According to the development of metaphor theory， Metaphor includes simile， metonymy， synecdoche， irony， allusion and etc. Metaphor is a kind of art of language that describe some association in the process of cognition， also a psychological phenomenon and a thinking course. On the psychological basis of association， metaphor covers three necessary essences: the tenor， the vehicle and the ground. Simultaneously， metaphor contains three main features: First， it comprises the concept which may be totally different with its literal meaning; second， metaphor can endow the abstract notion or implication with concrete image; third， metaphor can make lifeless objects vivid， so as to form certain imagination or express one’s feeling. III．Metaphor and the Vocabulary Teaching in college English While entering 21st century， one of the focuses on English-teaching is how to increase the students’ ability of using vocabulary. English teachers are facing the problem of how to help students in-put and out-put word information， how to promote their ability of word cognition. Through the research on a lot of language material， scholars propose that in the expression of words， over 70% comes from conceptual metaphor. Metaphor maps one conceptual structure or image to another conceptual structure or image. There are countless examples in English， e.g: Love is a journey. In fact， people use the source domain Journey to conceptualize the target domain Love. There are three parts where we can use metaphor for vocabulary teaching of college English: i．Teaching vocabulary by the metaphorical contrast of English and Chinese From my own English teaching experience， I find that students often ask me how to grasp the deep meaning of words. Sometimes when they come across a sentence or an article， even there is no so called new words， they still feel difficult in understanding them. We had better use the way of metaphor to teach students vocabulary. If the teacher really wants his students to master a foreign language quite well， first， he canteach English vocabulary by the metaphorical contrast of English and Chinese， or we can say， he should teach vocabulary with the metaphorical way. For instance，the sentence Economy is machinery is a conceptual metaphor， which use our familiar concept machinery to construct the strange and abstract knowledge of economy. By the medium of conceptual metaphor， it won’t be difficult for us to understand such metaphorical expression: to tighten the screws on the economy， the economy is overheating.