Metaphoric and metonymic thinking in college english reading instruction
School of Foreign Studies, Zhaoqing University, Zhaoqing, Guangdong, China.
Review Article
GSC Advanced Research and Reviews, 2024, 21(03), 246–253.
Article DOI: 10.30574/gscarr.2024.21.3.0486
Publication history:
Received on 03 November 2024; revised on 11 December 2024; accepted on 13 December 2024
Abstract:
The traditional model of college English reading instruction emphasizes exam-oriented reading comprehension skills and the deconstruction of complex sentence structures, while relatively neglecting the cognitive rationale behind the formation of vocabulary outlined in the syllabus and the appreciation of rhetorical expressions in texts. Using the first four units of New Horizon College English (3rd Edition, Volume 1) as examples, this study attempts to analyze words, sentences, and texts to demonstrate that metonymic and metaphoric thinking constitute common cognitive rationales for English vocabulary meaning. Additionally, metonymy and metaphor as rhetorical devices exist to enhance the expressive effect of language.
Keywords:
Metaphor; Metonymy; College English; Reading Instruction
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
