| Abstract in English | 第1-6页 |
| Abstract in Chinese | 第6-8页 |
| List of Tables | 第8-9页 |
| List of Figures | 第9-10页 |
| Abbreviations | 第10-11页 |
| Table of Contents | 第11-19页 |
| Chapter One Introduction | 第19-34页 |
| ·Introduction | 第19页 |
| ·Background to the research | 第19-23页 |
| ·Survey findings on Chinese EFL learners’small vocabulary size | 第20-21页 |
| ·Chinese EFL learners: rote learners | 第21页 |
| ·RL and cognitive style analysis: an obvious paradox | 第21-23页 |
| ·CLT reform of TEFL in China: a means not to the end | 第23页 |
| ·TEFL in China: from learning by rote to learning by thinking | 第23-25页 |
| ·Two thinking modes: convergent thinking versus divergent thinking | 第23-24页 |
| ·Learning more by thinking than by rote | 第24-25页 |
| ·Theoretical underpinnings | 第25-29页 |
| ·The mental nature of metaphor | 第25-26页 |
| ·Conceptual metaphor theory | 第26-27页 |
| ·Metaphor and divergent thinking | 第27-29页 |
| ·Purpose of the research | 第29-30页 |
| ·Research questions | 第30-31页 |
| ·Organization of the research | 第31-32页 |
| ·Value of the research | 第32-34页 |
| Chapter Two Reviewing the relevant literature in TEFL | 第34-74页 |
| ·Introduction | 第34页 |
| ·Elaborating more on RL | 第34-46页 |
| ·Introduction | 第34-35页 |
| ·Defining RL | 第35页 |
| ·The main causes of RL | 第35-39页 |
| ·-1 Impact of CHC on RL | 第35-37页 |
| ·-2 Influence of the methods of learning L1 Chinese on RL | 第37-38页 |
| ·-3 Effects of spoon-feeding on RL | 第38-39页 |
| ·RL as repetition, practice and memorisation | 第39-41页 |
| ·Different views on RL | 第41-45页 |
| ·-1 Positive views | 第41-43页 |
| ·-2 Negative views | 第43-45页 |
| ·Summary | 第45-46页 |
| ·Shifts of focus in TEFL: a general overview | 第46-52页 |
| ·Introduction | 第46-47页 |
| ·From language to language learner | 第47-48页 |
| ·Focusing on the language learner | 第48-52页 |
| ·-1 Reviewing the learner-centred approach | 第48-50页 |
| ·-2 Key issues of learner-centredness | 第50-52页 |
| ·Summary | 第52页 |
| ·Attempted teaching methods reform: the specific situation in China | 第52-56页 |
| ·Introduction | 第52-53页 |
| ·Method reform efforts | 第53页 |
| ·Constraints of CLT reform | 第53-54页 |
| ·Research findings amid and after the reform | 第54-56页 |
| ·Summary | 第56页 |
| ·Towards a learner-centred, thinking-based TEFL: the theoretical support | 第56-74页 |
| ·Introduction | 第56页 |
| ·Researching language learning | 第56-60页 |
| ·-1 Surface approach and deep approach | 第56-58页 |
| ·-2 The functions of brain hemispheres in learning | 第58-59页 |
| ·-3 Tendencies of TEFL: three continua | 第59-60页 |
| ·Learner autonomy: learner empowerment in higher education | 第60-62页 |
| ·-1 Language education and learner empowerment | 第60-61页 |
| ·-2 Strategy training and learner empowerment | 第61-62页 |
| ·-3 Training thinking and learner empowerment | 第62页 |
| ·General considerations about language learning strategies | 第62-68页 |
| ·-1 Researches on language learning strategies | 第63-66页 |
| ·-2 Learning strategy instruction | 第66-67页 |
| ·-3 Benefits of learning strategy instruction | 第67页 |
| ·-4 Learning strategies and learning styles | 第67-68页 |
| ·Education for thinking: a new concept of language education | 第68-72页 |
| ·-1 Metacognitive strategies and thinking | 第68-69页 |
| ·-2 Understanding ‘education for thinking | 第69-72页 |
| ·Summary | 第72-74页 |
| Chapter Three Introducing metaphor into TEFL: its relationship to vocabulary learning | 第74-102页 |
| ·Introduction | 第74页 |
| ·Teaching metaphor in TEFL | 第74-80页 |
| ·Defining metaphor | 第74-75页 |
| ·Metaphor and its related theories | 第75-76页 |
| ·Reasons for introducing metaphor into TEFL | 第76-80页 |
| ·-1 Contrasting attitudes towards metaphor | 第76-77页 |
| ·-2 Filling the gap: applying metaphor in TEFL | 第77-78页 |
| ·-3 Teaching metaphor in TEFL: its mental nature | 第78-80页 |
| ·-4 Awakening the inclined learning style of Chinese EFL learners | 第80页 |
| ·Learning vocabulary through metaphor | 第80-100页 |
| ·Vocabulary learning strategies | 第80-84页 |
| ·-1 Reviewing vocabulary learning strategies | 第80-82页 |
| ·-2 Implicit and explicit vocabulary learning | 第82-84页 |
| ·Memory strategies and vocabulary learning | 第84-88页 |
| ·-1 Importance of memory strategies | 第84-87页 |
| ·-2 Modification of Oxford’s Taxonomy | 第87-88页 |
| ·Metaphor and the proposed EFL vocabulary learning approach | 第88-92页 |
| ·-1 The working mechanism of metaphor | 第88-91页 |
| ·-2 The working mechanism of metaphor and the proposed EFL vocabulary learning approach | 第91-92页 |
| ·Explicit learning of more advanced vocabulary usages | 第92-100页 |
| ·-1 Explicit learning of polysemes | 第93-97页 |
| ·-2 Explicit learning of prepositions and verb phrases | 第97-98页 |
| ·-3 Explicit learning of idioms and proverbs | 第98-100页 |
| ·Summary | 第100-102页 |
| Chapter Four: Research methodology | 第102-126页 |
| ·Introduction | 第102页 |
| ·Methods | 第102-108页 |
| ·Research topics | 第102-103页 |
| ·Participants | 第103-104页 |
| ·-1 Subjects | 第103-104页 |
| ·-2 Instructors | 第104页 |
| ·Teaching methodology | 第104-108页 |
| ·-1 Procedures of teaching metaphor to EG | 第105-107页 |
| ·-2 Further exposition of the teaching methodology | 第107-108页 |
| ·Instruments: theoretical considerations of fieldwork methodology | 第108-114页 |
| ·Questionnaires | 第108-110页 |
| ·-1 The strengths of questionnaires | 第108-109页 |
| ·-2 The weaknesses of questionnaires | 第109-110页 |
| ·Vocabulary tests | 第110-111页 |
| ·Think-aloud | 第111-113页 |
| ·-1 The strengths of think-aloud | 第112-113页 |
| ·-2 The weaknesses of think-aloud | 第113页 |
| ·Specific value of the chosen instruments in the research | 第113-114页 |
| ·Design of the research instruments | 第114-121页 |
| ·Design of the questionnaire on vocabulary learning strategies | 第114-115页 |
| ·Design of the vocabulary tests | 第115-119页 |
| ·-1 Test design for the knowledge of learning ‘more advanced vocabulary’ | 第116-117页 |
| ·-2 Test designs for the knowledge of metaphoric competence | 第117-119页 |
| ·Design of think-aloud instruments | 第119-121页 |
| ·Procedures of data collection | 第121-122页 |
| ·The questionnaire procedure | 第121页 |
| ·Test procedure | 第121页 |
| ·Think-aloud procedure | 第121-122页 |
| ·Pilot study | 第122-124页 |
| ·The pilot study and its results | 第122-124页 |
| ·-1 Pilot subjects | 第123页 |
| ·-2 Results of the pilot study | 第123-124页 |
| ·Design of the data analysis | 第124-126页 |
| ·Descriptive analysis | 第124页 |
| ·Interpretative analysis | 第124-126页 |
| Chapter Five Findings of the data analyses | 第126-144页 |
| ·Results of the questionnaire | 第126-133页 |
| ·Questionnaire: Part 1. Beliefs about memory strategies | 第126-128页 |
| ·Questionnaire: Part 2. Memory strategy preferences | 第128-131页 |
| ·Questionnaire: Part 3. Students’responses to open questions | 第131-132页 |
| ·Summary of findings from the questionnaire | 第132-133页 |
| ·Results of vocabulary tests | 第133-137页 |
| ·Part 1. Test on the acquisition of polysemes | 第133-134页 |
| ·-1 The output of SPSS | 第133-134页 |
| ·-2 Descriptive analysis | 第134页 |
| ·-3 Conclusion | 第134页 |
| ·Part 2. Test on the acquisition of idioms | 第134-136页 |
| ·-1 The output of SPSS | 第134-135页 |
| ·-2 Descriptive analysis | 第135页 |
| ·-3 Conclusion | 第135-136页 |
| ·Part 3. Test on the acquisition of proverbs | 第136-137页 |
| ·-1 The output of SPSS | 第136页 |
| ·-2 Descriptive analysis | 第136-137页 |
| ·-3 Conclusion | 第137页 |
| ·Results of tests on metaphoric competence | 第137-140页 |
| ·Results of test on fluency of metaphor interpretation | 第137-138页 |
| ·-1 The output of SPSS | 第137页 |
| ·-2 Descriptive analysis | 第137-138页 |
| ·-3 Conclusion | 第138页 |
| ·Results of test on originality of metaphor production | 第138-140页 |
| ·-1 The quantitative and qualitative analyses | 第138-140页 |
| ·-2 Conclusion | 第140页 |
| ·Summary of the results | 第140页 |
| ·Results of think-aloud procedure | 第140-144页 |
| ·The output of statistical analysis | 第141-142页 |
| ·Descriptive analysis | 第142页 |
| ·Conclusion | 第142-144页 |
| Chapter Six Discussion of findings and research limitations | 第144-165页 |
| ·Hypotheses and results | 第144-150页 |
| ·Discussion of findings relevant to Null Hypothesis 1 | 第145-146页 |
| ·Discussion of findings relevant to Null Hypothesis 2 | 第146-147页 |
| ·Discussion of findings relevant to Null Hypothesis 3 | 第147-148页 |
| ·Discussion of findings relevant to Null Hypothesis 4 | 第148-149页 |
| ·Conclusions from the findings concerning the research questions | 第149-150页 |
| ·Summary of the findings | 第150-159页 |
| ·Limitations of the research | 第159-163页 |
| ·Limitations in data collection | 第159-161页 |
| ·-1 Time of the teaching experiment | 第159页 |
| ·-2 Subjects | 第159-160页 |
| ·-3 Misunderstanding of certain terms in research questions | 第160-161页 |
| ·-4 Prestige bias | 第161页 |
| ·Limitation in data analysis | 第161-163页 |
| ·Summary | 第163-165页 |
| Chapter Seven: Conclusion and research implications | 第165-183页 |
| ·Summary and key findings | 第165-171页 |
| ·Conclusion | 第171-172页 |
| ·Contributions of the research | 第172页 |
| ·Implications of the research | 第172-183页 |
| ·Implications for TEFL in China | 第173-176页 |
| ·-1 Implications for Chinese college EFL teaching | 第173页 |
| ·-2 Implications for teacher development | 第173-175页 |
| ·-3 Implications for the Chinese national examination system | 第175-176页 |
| ·Recommendations for future research | 第176-181页 |
| ·-1 Future research at above-the -lexical level | 第176页 |
| ·-2 Future research on the effects of teaching both English and Chinese metaphor | 第176-178页 |
| ·-3 Future research on EFL teachers’beliefs | 第178-179页 |
| ·-4 Future research on learners’motivation amid or after the proposed teaching | 第179-180页 |
| ·-5 Future research on gender differences amid or after the proposed teaching | 第180-181页 |
| ·Summary | 第181-183页 |
| Bibliography | 第183-202页 |
| Appendixes | 第202-232页 |
| Acknowledgements | 第232-233页 |
| 在学期间公开发表论文及著作情况 | 第233页 |
