| Abstract | 第1-7页 |
| 摘要 | 第7-8页 |
| Acknowledgements | 第8-9页 |
| Chapter One Introduction | 第9-14页 |
| ·Background | 第9-11页 |
| ·The Objectives of the research | 第11-12页 |
| ·The Organization of the Thesis | 第12-14页 |
| Chapter Two Literature Review | 第14-21页 |
| ·The schema theory | 第14-19页 |
| ·The development of schema theory | 第14-16页 |
| ·The definitions of schema | 第16页 |
| ·The element of schema | 第16-17页 |
| ·The characteristics of schema | 第17页 |
| ·Schemata classifications | 第17-18页 |
| ·Concepts of schemata on memory | 第18-19页 |
| ·Vocabulary learning strategies | 第19-21页 |
| ·The definition of the vocabulary learning strategy | 第19页 |
| ·The development of the study on the vocabulary strategy | 第19-20页 |
| ·Vocabulary strategies and schema theory | 第20-21页 |
| Chapter Three Applications of Schema Theory on Business English Vocabulary Teaching | 第21-45页 |
| ·Characteristics of Business English Vocabulary | 第21-24页 |
| ·The influence of varying culture differences | 第21-22页 |
| ·The specificity of business | 第22-23页 |
| ·The polysemant of BE vocabulary | 第23页 |
| ·The formulaic language | 第23-24页 |
| ·The development of BE vocabulary | 第24页 |
| ·Three types of schemata in vocabulary learning | 第24页 |
| ·Ways in which target words are schematically organized | 第24-40页 |
| ·Phonological knowledge, syntactic knowledge,morphological knowledge and formal schemata | 第25-31页 |
| ·Semantic knowledge and Content schemata | 第31-34页 |
| ·Context knowledge, cultural knowledge,professional knowledge and pragmatic schemata | 第34-40页 |
| ·Building and Activating the valuable schemata | 第40页 |
| ·Methods of schema-based instruction on teaching BE vocabulary | 第40-43页 |
| ·Brainstorming | 第40-41页 |
| ·Questioning and discussion | 第41页 |
| ·Defining and explaining the meanings of new BE vocabulary | 第41-42页 |
| ·Extensive reading | 第42页 |
| ·Watching VCD and role play | 第42-43页 |
| ·Differences between the traditional teaching methods and the schema-based instruction in BE vocabulary teaching | 第43-45页 |
| ·Teacher-centered VS student-centered | 第43-44页 |
| ·Specific teaching methods | 第44页 |
| ·Teachers' roles | 第44-45页 |
| Chapter Four Experiment | 第45-53页 |
| ·The Research Questions | 第45页 |
| ·The hypothesis | 第45页 |
| ·Conceptual direction for the present study | 第45-46页 |
| ·Subjects | 第46页 |
| ·Instruments | 第46-48页 |
| ·BE vocabulary learning strategy questionnaire (SQ) | 第47页 |
| ·Vocabulary Tests | 第47-48页 |
| ·The procedure of the implementation of the schema-based instruction in the class | 第48页 |
| ·The tests | 第48-49页 |
| ·Data analysis and discussion | 第49-53页 |
| ·Results of pre-course tests between EC and CC | 第49-50页 |
| ·Results of the BE vocabulary learning strategy questionnaire | 第50-51页 |
| ·Results of the BE vocabulary tests (BEC1 and BEC2) | 第51-53页 |
| Chapter Five Conclusion | 第53-57页 |
| ·Conclusion of the study | 第53页 |
| ·Implications | 第53-54页 |
| ·Limitations and Suggestions | 第54-57页 |
| Bibliography | 第57-61页 |
| Appendix BE vocabulary learning strategy questionnaire | 第61-62页 |
