在高职英语教学中,最令教师困扰的问题莫过于学生缺乏学习兴趣,词汇量小,阅读能力低下和写作能力不强。而如何提升学生学习兴趣,提高词汇量,加强阅读和写作能力也就自然成为了在教学研究中不可避免的问题。无论是通过单词为基础来解决阅读和写作,还是通过阅读来记忆单词和促进写作,都面临着很难激发学生的自主学习兴趣,在学习过程中很难形成系统有效的学习体系这些问题。而当代隐喻理论在单词、语法、语篇等方面均具有广泛应用能力。历来的研究大都集中在它在英语学习某一方面的功用。其实,隐喻作为一种思维模式,可以体现在语言的各个层次当中。本文将着重探讨如何利用隐喻理论进行单词学习,阅读和写作其在整个英语学习过程中的指导作用。 In the higher vocational English teaching, the most troubling question for teachers is that students lack interest in learning, the vocabulary is low, their reading ability is low, and their writing ability is not strong. How to improve students’ interest in learning, improve their vocabulary and enhance their ability to read and write has naturally become an inevitable problem in teaching and research. Whether it is to solve reading and writing based on words or to memorize words and promote writing through reading, it is hard to stimulate the students’ autonomous learning interest and difficult to form a systematic and effective learning system during the learning process. The contemporary metaphor theory has a wide range of applications in terms of words, grammar, texts and so on. Historically, most of the research has focused on its function in some aspects of English learning. In fact, metaphor as a mode of thinking can be reflected in all levels of language. This article will focus on how to use metaphor theory for word learning, reading and writing in the entire process of English learning guidance.