| 摘要 | 第1-6页 |
| Abstract | 第6-9页 |
| 1 Introduction | 第9-12页 |
| ·Background of the research | 第9页 |
| ·Significance and objective of the study | 第9-10页 |
| ·Structure of the thesis | 第10-12页 |
| 2 Literature Review | 第12-17页 |
| ·Definition of Motivation | 第12页 |
| ·Motivation Models in L2 Learning | 第12-15页 |
| ·Williams and Burden’s Social Constructivist Model | 第12-14页 |
| ·D?rnyei and Ottó’s Process Model | 第14-15页 |
| ·Vocabulary and motivation | 第15-17页 |
| 3 A Hypothesized Structural Model of Motivated Vocabulary Learning | 第17-26页 |
| ·The structural equation modeling | 第17页 |
| ·The theoretical foundation of the hypothesized model | 第17-18页 |
| ·The elements of the hypothesized model | 第18-25页 |
| ·Initial appraisal of vocabulary learning experience | 第18-20页 |
| ·Self-regulating capacity in vocabulary learning | 第20-21页 |
| ·Vocabulary learning strategy use | 第21-23页 |
| ·Vocabulary knowledge | 第23-24页 |
| ·Postappraisal of vocabulary learning tactics | 第24-25页 |
| ·The hypothesized model | 第25-26页 |
| 4 Research Design | 第26-38页 |
| ·Purpose of experiment and hypothesis | 第26页 |
| ·Methods | 第26-31页 |
| ·Participants | 第26页 |
| ·Instruments | 第26-31页 |
| ·Procedures | 第31页 |
| ·Data collection and the results | 第31-38页 |
| ·Construct validity for the six latent variables | 第31-33页 |
| ·Model evaluation | 第33-38页 |
| 5 Conclusion | 第38-45页 |
| ·Major findings | 第38-43页 |
| ·The vocabulary learning process is systematic and cyclic | 第38页 |
| ·Initial motivation and self-regulation both play important parts in vocabulary learning process | 第38-39页 |
| ·Metacognitive control of vocabulary learning tactics is necessary for efficien learning | 第39-41页 |
| ·Post learning Evaluation Is Important to the Learning Process | 第41页 |
| ·Promoting Autonomous Learning of Vocabulary | 第41-43页 |
| ·Pedagogic implications | 第43页 |
| ·Limitations of present research | 第43-44页 |
| ·Suggestions for the future study | 第44-45页 |
| References | 第45-50页 |
| Appendix | 第50-53页 |
| Acknowledgements | 第53页 |
