| ACKNOWLEDGEMENTS | 第1-6页 |
| ABSTRACT | 第6-8页 |
| 摘要 | 第8-13页 |
| Chapter One INTRODUCTION | 第13-16页 |
| ·Significance and Purposes of the Present Study | 第13-15页 |
| ·Structure of the Thesis | 第15-16页 |
| Chapter Two LITERATURE REVIEW | 第16-33页 |
| ·Related Theories | 第16-18页 |
| ·Levels-of-processing Theory | 第16-17页 |
| ·Dual Code Theory | 第17-18页 |
| ·Idioms | 第18-22页 |
| ·Features of idioms | 第19-20页 |
| ·Figurativeness of L2 idioms | 第20-22页 |
| ·Long-term Retention | 第22-24页 |
| ·Paired-associate Learning | 第24页 |
| ·Related Studies of Paired-associate Learning | 第24-31页 |
| ·Early studies of PAL abroad | 第24-26页 |
| ·Recent studies of PAL abroad | 第26-31页 |
| ·Related studies in China | 第31页 |
| ·Position of the Present Study | 第31-33页 |
| Chapter Three METHODOLOGY | 第33-41页 |
| ·Research Questions | 第33-34页 |
| ·Participants | 第34-35页 |
| ·Materials | 第35页 |
| ·Instruments | 第35-38页 |
| ·Treatment | 第36-37页 |
| ·Immediate post test, follow-up questionnaire and delayed post test | 第37页 |
| ·Delayed post test and follow-up questionnaire | 第37-38页 |
| ·Scoring | 第38页 |
| ·Procedures | 第38-40页 |
| ·Data Analysis | 第40-41页 |
| Chapter Four RESULTS AND DISCUSSION | 第41-56页 |
| ·Results of Performance, Prior Knowledge and Figurativeness of 20 Idioms | 第41-43页 |
| ·Relationship between Direction of Learning and Direction of Testing | 第43-49页 |
| ·Relationship between direction of learning and direction of testing in immediate post test | 第44-47页 |
| ·Relationship between direction of learning and direction of testing in delayed post test | 第47-49页 |
| ·Effect of Idiom Figurativeness on Performance | 第49-53页 |
| ·Results from the Final Questionnaire | 第53-56页 |
| ·Participants’preference of learning and testing conditions | 第53-55页 |
| ·Idiom internal factors affecting learning and understanding | 第55-56页 |
| Chapter Five CONCLUSION | 第56-60页 |
| ·Major Findings of the Present Study | 第56-58页 |
| ·The accordance of learning and testing conditions promoting immediate productive performance | 第56-57页 |
| ·L2 idiom figurativeness better facilitating idiom learning on receptive test | 第57页 |
| ·Other findings | 第57-58页 |
| ·Pedagogical Implications | 第58-59页 |
| ·Limitations and Suggestions for Future Study | 第59-60页 |
| REFERENCES | 第60-65页 |
| APPENDICES | 第65-71页 |
