認知語言學認為「隱喻」(Metaphor)在語言中扮演相當重要的地位，分析「隱 喻」可以了解語言的認知方式，使「隱喻」從原本修辭學上的專有名詞，發展成 為語言認知的核心概念，恢復「隱喻」的原本面貌。從認知語言學的認知方法， 包括「意象基模」（Image Schemas)、「範疇」（Categories)、「認知模型」（Cognitive Model)、「篇章」（Text)、「認知語法」（Cognitive Grammar)，可以建立起「隱喻」 的語言認知架構。並探討「隱喻」在語言表現的三個層面：字詞、篇章、語境， 分別在聆聽教材中呈現的方式，以及在進行聆聽教學時應採行的聆聽教學策略。 因此隱喻的聆聽教學，是以學生經驗為出發點，以概念為中心，建立知識結構， 使學生發現「隱喻」並做出解釋，豐富學生相關的認知模型，健全其認知發展， 並增進學生的聆聽能力。

Metaphor plays an important role in language in Cognitive Linguistics. The analysis of Metaphor can develop itself to core concepts of language cognition from proper noun of Rhetoric. This paper tries to construct the Metaphor of Language Cognition composition by Image Schemas, Categories, Cognitive Model, Text, and Cognitive Grammar. Additionally this paper tries to discuss how Metaphor shows in listening instruction in three levels of language, including Words, text, and context, and the theory of cognitive linguistics includes image schemas, categories, cognitive model, and appropriate strategies in progress of listening instruction. Therefore listening instruction, which is based on students5 experiences, and centering on conception, can inspire students to find and explain Metaphor in language and improve their Cognitive Models. It can improve their listening ability.