Chapter 1 Introduction
1.1 Background of the Study
Halliday points out functional grammar in the introduction: Not only the metaphorphenomenon occurs in the lexical level，but also often occurs at the syntactic level(Halliday, 1994: 12). Halliday's grammatical metaphor including conceptual metaphorand interpersonal grammatical metaphor, and interpersonal grammatical tone is dividedinto metaphors of modality and metaphor. Modality metaphor is an important way toexpress modal meanings. It has slight differences between expressed meaning andmeaning expressed by the modal auxiliaries. It plays an important role on improvingthese differences modal system, and facilitates its application in practice. Modal meaningof modality metaphors are divided into two broad categories: Subjective and objectivemodality modal meaning. Although in most cases，the expression of modality metaphorsis the objective modality，but subjective modality also exist. Subjective modality refersthe caller to a point of view which is clear that his own views, so that the subjectivity ofthe evaluation to be outstanding. Objective modality refers the caller to make his pointobjective, so that the recipient objective looks natural.Oral is between people face-to-face verbal language, it is the most frequentlyused communication tool in the human society. Oral English is relative to writtenlanguage; generally contain heard two aspects, namely active oral speech and passiveoral speech. Learning English should also leam to speak first, that is, learning oralEnglish，and English learners in China have mostly been learning English by written.Listening, speaking, reading and writing are the four basic elements of learning English.
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1.2 Significance of the Study
In the real communication, it is important to establish of the middle school students'metaphorical thinking. On one hand, the modality expresses subjectivity and objectivityfor middle school students in the oral English. On the other hand, the metaphor ofmodality is in favor of politeness principle embodied in oral English of middle schoolstudents. Leech, put forward the concept of pragmatic level in discussing politenessprinciple. Leech thinks, in verbal communication, discourse is indirect，the greater therecipient to make choice of word, the more polite (Leech，1983:26). In realcommunication, the degree of politeness discourse by speaking of the occasion，bothsides of the conversation status, affinity relationships, and the impact of the powerful.But in the context of a certain case, the objectivity of the metaphor of modality anddegree of polite discourse, to some extent, there is a correlation. Metaphors of modalityexpress an objective meaning mostly, it seems to make people feel stress, responsibilitiesand other similar meaning, which come from person other than the speaker's places. Sothat the recipient will not feel constrained or pressure, even if rejected, it will not feelembarrassed. This gives the recipient sufficient room for maneuver - the recipient hasmore space to argue for the validity of the discourse. This article through to the modalmetaphor theory are briefly introduced and combined with middle school oral Englishteaching present situation，That is, from the perspective of modality metaphors and foundthat oral language development of cognitive system, make it easier to leam scienceknowledge of oral English, explore the cognitive functions of metaphor in oral Englishteaching in China, to improve the levels of students ‘ language learning.
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Chapter 2 Review of the Literature
2.1 The Theoretical Basis of Middle School Students' Oral English Learning
Oral English teaching is the usual practice session class teaching materials forthe teaching contents analyze and understand the materials, with voice grammarexercises, to read, recite, and then the general speech is the picture such as simulationexercise. From the master the language forms, in turn, use language to express ideas ofteaching process, there are a lot of people follow it, but more and more people rely onthis approach does not achieve master degree, fluent in oral English. It should be saidthat this practice is taking a "multiplexing" type teaching mode, transition to reusebecause simply by memory, did not establish the necessary contacts with the rationalconsciousness of thinking activity，it is difficult to achieve using blurted out. Accordingto the known Cognitive Flexibility Theory and Random Access Instruction, we found; inproviding students with language form of reuse type training at the same time, we shouldalso create conditions for the construction of their wide enough space, more contact withspecific situation, make the students’ oral English learning in imitation of reinforcementand memorize at the same time pay more attention to the context and language formitself implied by the language information.
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2.2 Introduction to the Relevant Metaphor Theory
Metaphor study is a long standing and well established, defined as the example themetaphor: "metaphor is a kind of metaphor; it is the relationship between the body andthe metaphorical objects, more close to the similes. Simile is similar in form; therelationship between metaphors in form is consistent relationship. Generally between two body and the metaphorical objects composition to use the figurative words such as" is".In Webster's new world dictionary, it points out that metaphor is" an implicit metaphorof figures of speech, its basic usage: express something another A word or phrase is usedto describe things. Metaphor is in the form of ‘A is B，，in which A is ontology, B isanalogized body ".From the above two dictionaries on the explanation of "metaphor",metaphor has always been regarded as a kind of figures of speech, of language from theancient Greek period, research on metaphor rhetoric has not been beyond the languageitself is limited. In rhetoric stage, the main representative theory of Aristotle's theory is”contrast” and ”alternative" of the good. Theory of "contrast” argues that metaphor is aword instead of another word to express the same meaning of language, both belong tothe contrast relation, so metaphor and simile is essentially the same. On Roman rhetoric,Quintilianus put forward "alternative theory" by the good thought, actually the so-calledmetaphor use a word to replace another word rhetoric phenomenon. We can find that thetwo theories are metaphor as a dispensable "decoration", metaphor is only listed inrhetoric category with rhetorical devices such as simile, and synecdoche, and metaphorsappear comparable position.
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Chapter 3 Investigation and Analysis of the Current Situation........14
3.2.1 Research Goal........ 14
3.3.2 Research Object........ 15
3.3.3 Research Tools ........15
3.3.4 Research Steps ........20
3.3.5 The Actual Situation of students' English Learning........21
Chapter 4 Modal Metaphor and Middle School oral English Teaching........ 24
4.1 The Concept and Function of Modality........ 24
4.2 The Application of Modality Metaphor Theory to Middle........ 31
4.3 Teaching Experiment Apply the Modal Metaphor ........34
Chapter 5 Conclusion ........38
Chapter 4 Modal Metaphor and Middle School oral EnglishTeaching
4.1 The Concept and Function of Modality
Halliday's systemic functional linguistics has three element functions: conceptfunction, interpersonal function and textual function. The interpersonal function refers to24 people use language to influence people, expressing their emotions, opinions，to establishcontact with the outside world, etc. That is, the language in addition to express thespeaker's experience and inner activities of the function, also has to express the speaker'sidentity, status, attitude, motivation, and the things he inferred，judgment and evaluation,and other functions .These are the interpersonal function of systemic functional grammar.Interpersonal functions in English through the mood and modality of the twosystems to reflect. Modal system is so as to express their views on what were the attitudeof things and the semantics of the system; it is through a variety of modal components toreflect. This is different from the traditional grammar study of modality. Traditionalgrammar mainly consider put the modal in auxiliary verbs category. And Hallidaybelieves that modal functions are not limited to the modal verb, can also through thenouns, adjectives, adverbs，prepositions phrases and corresponding different structuresuch as a small words to reflect .
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Conclusion
Modality metaphor greatly expands the potential of evaluation and judgment ofevents. English expression of modality in different categories，different orientation, anddifferent modal level has important meaning in realize the interpersonal function; anEnglish modal system can produce all kinds of expression. Different modal expressionscan lead to the generation of different interpersonal meaning, which will certainly affectthe establishment and maintenance of relationships discourse between participants, thusaffecting the final realization of the purpose of communication. While the richmetaphorical modality of expression, also reflects the speaker's state of mind as well asthe complex relationships in order to establish a good, reasonable efforts to express theiremotions, opinions and attitudes.English is rich and complex modal system as the author chooses the mostappropriate form of modal offers a wide range of choices. The use of modality metaphorcan create a special effect of discourse; make the language form of diversification. But itis the use of modality metaphor caused certain difficulty to understand spoken English.In fact, is not only a modal grammatical metaphor, the concept of grammatical metaphorin discourse and textual metaphor is also the important factors of students' discoursecomprehension. So teachers should be directed to the student in this aspect, make it moreaccurate, to grasp the author's point of view and understanding of the spoken languagemore deeply.
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