| Acknowledgements | 第4-5页 |
| Abstract | 第5页 |
| 摘要 | 第6-9页 |
| Chapter One Introduction | 第9-12页 |
| 1.1 Research Background | 第9页 |
| 1.2 The Significance of the Study | 第9-11页 |
| 1.3 Layout of the Thesis | 第11-12页 |
| Chapter Two Literature Review:Previous Study on Idioms | 第12-20页 |
| 2.1 Definition of English Idioms | 第12-13页 |
| 2.1.1 Definition of English Idiom Given by Dictionary | 第12页 |
| 2.1.2 Definition of English Idiom Given by Scholars and Linguists | 第12-13页 |
| 2.2 Two Linguistic Views on Idioms | 第13-16页 |
| 2.2.1 Traditional View on Idiom | 第13-15页 |
| 2.2.2 Cognitive View on Idioms | 第15-16页 |
| 2.3 Studies on English Idiom Teaching and Learning | 第16-20页 |
| 2.3.1 Studies on Traditional View and English Idiom Teaching | 第17页 |
| 2.3.2 Studies on Cognitive View and English Idiom Teaching | 第17-20页 |
| Chapter Three Theoretical Foundations of the Present Study | 第20-32页 |
| 3.1 Reviews on Cognitive Linguistics | 第20-21页 |
| 3.2 Conceptual Metaphor Theory | 第21-27页 |
| 3.2.1 Exposition of Conceptual Metaphor Theory | 第21-23页 |
| 3.2.2 Classification of Conceptual Metaphors | 第23-26页 |
| 3.2.3 Systematicity of Conceptual Metaphors | 第26-27页 |
| 3.3 The Cognitive Mechanism of Idiomatic Meaning(Motivation for the Idiomatic Meaning) | 第27-30页 |
| 3.3.1 The Meaning of Idioms Motivated by Conceptual Metaphor and Image Schema | 第27-28页 |
| 3.3.2 The Meaning of Idioms Motivated by Metonymy | 第28-29页 |
| 3.3.3 The Meaning of Idioms Motivated by Conventional Knowledge | 第29-30页 |
| 3.4 Example of Conceptual Metaphor and English Idiom Teaching | 第30-32页 |
| Chapter Four Methodology | 第32-43页 |
| 4.1 Research Objectives | 第32-33页 |
| 4.2 Participants | 第33页 |
| 4.3 Instruments | 第33-36页 |
| 4.3.1 Target Idioms | 第33-34页 |
| 4.3.2 Test Papers | 第34-35页 |
| 4.3.3 Two Questionnaires | 第35-36页 |
| 4.4 Procedures | 第36-43页 |
| 4.4.1 Data Collection | 第36-37页 |
| 4.4.2 Data Transcription and Analysis | 第37页 |
| 4.4.3 Idiom Instruction | 第37-43页 |
| Chapter Five Results of the Present Study and Discussion | 第43-52页 |
| 5.1 Hypothesis 1 | 第43-46页 |
| 5.1.1 Results of the Pretest and Post-test for Both Groups | 第43-44页 |
| 5.1.2 Results within the Two Groups in the Pretest and Post-test | 第44-45页 |
| 5.1.3 Results of the Three Classroom Test Papers for Both Groups | 第45-46页 |
| 5.1.4 Discussion of the Results | 第46页 |
| 5.2 Hypothesis 2 | 第46-48页 |
| 5.2.1 The Resuts of the Independent T-test of Section A and C for Two Groups | 第46-47页 |
| 5.2.2 Paired-Sample T-test of Two Groups on Section A and Section C | 第47-48页 |
| 5.2.3 Discussion of the Results | 第48页 |
| 5.3 Hypothesis 3 | 第48-51页 |
| 5.3.1 Results of the Two Questionnaires | 第49-50页 |
| 5.3.2 Discussion of the Results | 第50-51页 |
| 5.4 Brief Summary of the Research Results | 第51-52页 |
| Chapter S Conclusion | 第52-55页 |
| 6.1 Major Findings of the Present Study | 第52-53页 |
| 6.2 Pedagogical Implications | 第53页 |
| 6.3 Limitations of the Present Study and Suggestions for Future Studies | 第53-55页 |
| References | 第55-58页 |
| Appendix A | 第58-66页 |
| Appendix B | 第66-68页 |
| Appendix C | 第68-71页 |
| Appendix D | 第71-72页 |
| Appendix E | 第72-73页 |
| Appendix F | 第73-74页 |
| Appendix G | 第74-77页 |
| Appendix H | 第77-78页 |
