| Acknowledgements | 第4-5页 |
| Abstract | 第5-6页 |
| 中文摘要 | 第7-10页 |
| Chapter One Introduction | 第10-16页 |
| 1.1 Background of the study | 第10-12页 |
| 1.2 Significance of the study | 第12-15页 |
| 1.3 Structure of the thesis | 第15-16页 |
| Chapter Two Literature Review | 第16-29页 |
| 2.1 Theories related to vocabulary learning through reading | 第16-18页 |
| 2.1.1 Krashen’s input hypothesis | 第16-17页 |
| 2.1.2 Depth-of-processing hypothesis | 第17页 |
| 2.1.3 The involvement load hypothesis | 第17-18页 |
| 2.2 Vocabulary learning strategies | 第18-24页 |
| 2.2.1 Vocabulary learning strategies | 第18-19页 |
| 2.2.2 Categories of vocabulary learning strategies | 第19-21页 |
| 2.2.3 Context clues | 第21-23页 |
| 2.2.4 Summary | 第23-24页 |
| 2.3 Factors that affect contextual guessing | 第24-25页 |
| 2.4 Relevant studies on context clues | 第25-29页 |
| 2.4.1 Related studies abroad | 第25-26页 |
| 2.4.2 Related studies at home | 第26-27页 |
| 2.4.3 The limitations of previous studies and further reflection | 第27-29页 |
| Chapter Three Research Methodology | 第29-42页 |
| 3.1 Questions of the study | 第29页 |
| 3.2 Participants | 第29-31页 |
| 3.3 Instruments | 第31-35页 |
| 3.3.1 Questionnaires for students | 第31-33页 |
| 3.3.2 Test for students | 第33-34页 |
| 3.3.3 Texts for training | 第34-35页 |
| 3.4 Procedures of the study | 第35-37页 |
| 3.4.1 Questionnaire investigation and test before training | 第35-36页 |
| 3.4.2 The context clues training | 第36-37页 |
| 3.4.3 Questionnaire investigation and test after training | 第37页 |
| 3.5 Sample teaching plan | 第37-41页 |
| 3.6 Teaching procedures in the CC | 第41-42页 |
| Chapter Four Results and Discussion | 第42-60页 |
| 4.1 Results and discussion ofpre-questionnaire | 第42-49页 |
| 4.1.1 Vocabulary learning strategies before training | 第42-43页 |
| 4.1.2 Metacognitive vocabulary learning strategies before training | 第43-44页 |
| 4.1.3 Cognitive vocabulary learning strategies before training | 第44-48页 |
| 4.1.4 Comparison of pre-questionnaire results between EC and CC before training | 第48-49页 |
| 4.2 Results and discussion ofpre-test | 第49-50页 |
| 4.3 Results and discussion ofpost-questionnaire | 第50-57页 |
| 4.3.1Vocabulary learning strategies after training | 第50-52页 |
| 4.3.2 The contrast of pre-questionnaire and post-questionnaire in the vocabulary learning strategies part | 第52-53页 |
| 4.3.3 Metacognitive vocabulary learning strategies after training | 第53-54页 |
| 4.3.4 The contrast of pre-questionnaire and post-questionnaire in the metacognitive learning strategiespart | 第54页 |
| 4.3.5 Cognitive vocabulary learning strategies after training | 第54-56页 |
| 4.3.6 The contrast of pre-questionnaire and post-questionnaire in the cognitive learning strategies part | 第56-57页 |
| 4.4 Results and discussion ofpost-test | 第57-60页 |
| 4.4.1 Analysis of the post-test | 第57-58页 |
| 4.4.2 The contrast of the results in tests of EC | 第58页 |
| 4.4.3 Discussion | 第58-60页 |
| Chapter Five Conclusion | 第60-65页 |
| 5.1 Major findings of the research | 第60-61页 |
| 5.2 Pedagogical implication | 第61-63页 |
| 5.3 Limitations and suggestions forfuture research | 第63-65页 |
| References | 第65-70页 |
| Appendices | 第70-83页 |
| Appendix I Questionnaire | 第70-73页 |
| Appendix II Questionnaire (original edition) | 第73-76页 |
| Appendix III Pre-test | 第76-80页 |
| Appendix IV Post-test | 第80-83页 |
