| Synopsis | 第1-8页 |
| Introduction | 第8-10页 |
| Chapter One A Brief Overview of Classical Views on Vagueness | 第10-21页 |
| ·Epistemic Conception of Vagueness | 第10-13页 |
| ·Semantic Conception of Vagueness | 第13-16页 |
| ·Pragmatic Approaches to Vagueness | 第16-21页 |
| ·Explanation from Speech Act Theory | 第16-18页 |
| ·Explanation from Co-operative Principle | 第18-19页 |
| ·A Relevance Theoretical Approach | 第19-21页 |
| Chapter Two Relevance Theory and Relevance Optimization | 第21-32页 |
| ·A Dynamic View of Context | 第21-24页 |
| ·Conceptual Meaning and Procedural Meaning | 第24-27页 |
| ·Literal Talk and Loose Talk in Verbal Communication | 第27-28页 |
| ·Relevance Optimization | 第28-32页 |
| Chapter Three Pragmatic Vagueness Triggers as Relevance Optimizers | 第32-51页 |
| ·Phonological Triggers for Altering the Focus of Utterances | 第32-35页 |
| ·Lexical Triggers | 第35-42页 |
| ·Hyponymy for Communicating General Meaning | 第36-37页 |
| ·Deixis for Making Vague Reference Assignment | 第37-39页 |
| ·Hedges for Making Objective Statement | 第39-42页 |
| ·Rhetorical Triggers | 第42-46页 |
| ·Metaphor for Achieving Vividness Effects | 第42-43页 |
| ·Irony for Conveying Incongruous Propositions | 第43-44页 |
| ·Hyperbole for Communicating Strengthened Emotion | 第44-46页 |
| ·Speech Act Triggers | 第46-51页 |
| ·Multiple Speech Acts to One Addressee for Softening Criticism | 第46-48页 |
| ·Multiple Speech Acts to Different Addressees for Giving Indirect Suggestion | 第48-51页 |
| Chapter Four Research on Pragmatic Vagueness and College English Teaching | 第51-62页 |
| ·Preconception about Vagueness and Delusion about Specificity | 第51-54页 |
| ·Necessity to Integrate Pragmatic Vagueness into College English Teaching | 第54-57页 |
| ·Pragmatic Vagueness as Part of Pragmatic Competence | 第54-55页 |
| ·Significance for the Avoidance of Pragmatic Failure | 第55-57页 |
| ·Feasibility to Integrate Pragmatic Vagueness into College English Teaching | 第57-62页 |
| ·Effects of Instruction on Mastering Pragmatic Vagueness | 第57-59页 |
| ·Preference of Explicit Instruction to Implicit Instruction | 第59-62页 |
| Conclusion | 第62-63页 |
| Bibliography | 第63-67页 |
| Abstract | 第67-70页 |
| 中文摘要 | 第70-72页 |
| Acknowledgements | 第72-73页 |
| 导师简介 | 第73页 |
| 作者简介 | 第73页 |
