| ABSTRACT | 第1-6页 |
| 中文摘要 | 第6-7页 |
| ACKNOWLEDGEMENTS | 第7-8页 |
| Chapter One Introduction | 第8-11页 |
| ·Backround of the Research | 第8-9页 |
| ·The Situation of Vocabulary teaching Outside and inside of China | 第9-10页 |
| ·The Overall Structure of the Research | 第10-11页 |
| Chapter Two Literature Review | 第11-36页 |
| ·A Brief Introduction to Cognitive linguistics | 第11-15页 |
| ·Cognitive linguistics as an approach | 第11-12页 |
| ·Three fundamental characteristics of cognitive linguistics | 第12-13页 |
| ·Three main approaches of cognitive linguistics | 第13-14页 |
| ·Linguistic categorization is the major focus | 第14-15页 |
| ·Some Aspects of Cognitive Linguistics | 第15-36页 |
| ·A classical approach to categorization | 第15-17页 |
| ·Prototype categorization | 第17-25页 |
| ·Levels of categorization | 第25-30页 |
| ·Metaphor and metonymy | 第30-36页 |
| Chapter Three Vocabulary in second language acquisition | 第36-43页 |
| ·Vocabulary and Its Importance | 第36-37页 |
| ·Understanding vocabulary development | 第37-43页 |
| ·Why should learners learn vocabulary | 第37页 |
| ·What vocabulary should be first taught and learned | 第37-41页 |
| ·To what extent should vocabulary be learned | 第41-43页 |
| Chapter Four Implications Of Cognitve Linguistics For Vocabulary Teaching and Learning | 第43-59页 |
| ·The implications of metaphor and metonymy for vocabulary teaching | 第44-54页 |
| ·The implications of metaphor for vocabulary teaching | 第44-47页 |
| ·The implications of metonymy for vocabulary teaching | 第47-49页 |
| ·Conlextualized vocabulary teaching | 第49-52页 |
| ·Attach importance to connecting vocabulary teaching with culture | 第52-54页 |
| ·The implications of cognitive linguistics for vocabulary memory | 第54-59页 |
| ·The effect-of semantic organization on vocabulary memory | 第54-57页 |
| ·The effect of prototype theory on vocabulary memory | 第57-59页 |
| Conclusion | 第59-60页 |
| BIBLIOGRAPHY | 第60-62页 |
