| Abstract | 第1-5页 |
| 摘要 | 第5-8页 |
| Chapter One Introduction | 第8-11页 |
| ·Background of the Thesis | 第8-9页 |
| ·Purpose and Significance of the Thesis | 第9-10页 |
| ·Organization of the Thesis | 第10-11页 |
| Chapter Two Literature Review | 第11-20页 |
| ·Vocabulary learning and teaching | 第11-12页 |
| ·Corpus and corpus linguistics | 第12-14页 |
| ·Definition of Corpus | 第12页 |
| ·Definition of Corpus Linguistics | 第12-13页 |
| ·Pedagogical Benefits of Corpora | 第13-14页 |
| ·Theoretical basis of DDL | 第14-16页 |
| ·DDL and Constructive Learning | 第14-15页 |
| ·DDL and Noticing | 第15-16页 |
| ·DDL and Context theory | 第16页 |
| ·DDLrelated research done home and abroad | 第16-20页 |
| ·DDLrelated research done abroad | 第16-17页 |
| ·DDLrelated research done home | 第17-18页 |
| ·Summary | 第18-20页 |
| Chapter Three The rationale for a DDLbased vocabulary instruction at senior high school | 第20-23页 |
| ·Current Situation and Problems in Senior High School Vocabulary Teaching | 第20-21页 |
| ·DDL as a solution to the problems | 第21-23页 |
| ·Definition of DDL | 第21-22页 |
| ·DDL: the Basic Idea | 第22页 |
| ·DDL: How it works | 第22-23页 |
| Chapter Four DDL Vocabulary Teaching Model and its implementation | 第23-47页 |
| ·An Introduction to TaskBased Language Teaching | 第24-26页 |
| ·Definition of a Task | 第24页 |
| ·Principles for designing a task | 第24-25页 |
| ·Three phases of TBLT | 第25-26页 |
| ·An introduction to the selfbuilt corpus and tool | 第26-28页 |
| ·Corpus | 第26-27页 |
| ·Software | 第27-28页 |
| ·The Basic DDL Model for Teaching Vocabulary | 第28-31页 |
| ·Identify preselected learning objective | 第28-29页 |
| ·Present concordance lines | 第29页 |
| ·Students observe and discuss words in question | 第29-30页 |
| ·Students present results based on discussions | 第30页 |
| ·Teacherdirected sumup | 第30-31页 |
| ·The application of DDL model to vocabulary teaching in senior high school | 第31-47页 |
| ·Teaching students how to discover the meaning and its usage of a word by KWIC | 第31-34页 |
| ·Teaching students how to guess the meaning and its usage of a word by covering the key word | 第34-37页 |
| ·Teaching students how to distinguish nearsynonyms by KWIC | 第37-40页 |
| ·Teaching students how to learn collocation by KWIC | 第40-42页 |
| ·Teaching students how to learn Word Construction by KWIC | 第42-43页 |
| ·Designing exercises by KWICExample Sentences with GapFilling | 第43-47页 |
| Chapter Five Conclusion | 第47-50页 |
| ·Major findings of the present study | 第47页 |
| ·The implications of this study | 第47-48页 |
| ·The limitations of this study and suggestions on future research | 第48-50页 |
| Acknowledgements | 第50-51页 |
| Bibliography | 第51-55页 |
| Appendix | 第55-56页 |
