| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 内容摘要 | 第9-10页 |
| Chapter One Introduction | 第10-14页 |
| ·Motivation of the Study | 第10-11页 |
| ·Aims of the Study | 第11-12页 |
| ·Significance of the Study | 第12页 |
| ·Organization of the Thesis | 第12-14页 |
| Chapter Two A Survey of Polysemy and Its Previous Studies | 第14-25页 |
| ·The Category of Polysemy | 第14-16页 |
| ·Polysemy and Homonymy | 第14-15页 |
| ·Polysemy and Ambiguity | 第15-16页 |
| ·The Category of Polysemy in the Thesis | 第16页 |
| ·Previous Studies of Polysemy | 第16-23页 |
| ·The Traditional Study | 第17-18页 |
| ·The Pragmatic Study | 第18-20页 |
| ·The Cognitive Study | 第20-23页 |
| ·Summary | 第23-25页 |
| Chapter Three The Theoretical Underpinnings | 第25-35页 |
| ·Cognitive Context | 第26-27页 |
| ·Ostensive-inferential Communication and Intentions | 第27-29页 |
| ·Relevance and Contextual Effect | 第29-33页 |
| ·Relevance,Optimal Relevance and Maximal Relevance | 第29-31页 |
| ·Contextual Effect and Processing Effort | 第31-32页 |
| ·Two Principles of Relevance | 第32页 |
| ·The Relevance-theoretic Comprehension Procedure | 第32-33页 |
| ·Summary | 第33-35页 |
| Chapter Four The Interpretation of Pragmatic Enrichment of Polysemy with Relevance Theory | 第35-58页 |
| ·Pragmatic Enrichment of Polysemy | 第35-43页 |
| ·Pragmatic Narrowing of Polysemy | 第35-39页 |
| ·Pragmatic Broadening of Polysemy | 第39-43页 |
| ·Summary | 第43页 |
| ·The Interpretation of the Pragmatic Enrichment of Polysemy with Relevance Theory | 第43-58页 |
| ·The Important Influence Factors of Pragmatic Enrichment of Polysemy Analyzed from the Perspective of Relevance Theory | 第44-51页 |
| ·Cognitive Context | 第44-50页 |
| ·Efficiency of Ostension | 第50-51页 |
| ·Cognitive Model for Pragmatic Enrichment of Polysemy Analyzed from the Perspective of Relevance Theory | 第51-58页 |
| ·Inference Process in Cognitive Model of Pragmatic Enrichment of Polysemy | 第52-54页 |
| ·Relevance-theoretic Comprehension Procedure in Cognitive Model of Pragmatic Enrichment of Polysemy | 第54-56页 |
| ·Summary | 第56-58页 |
| Chapter Five Conclusion | 第58-62页 |
| ·Major Findings | 第58-59页 |
| ·Implications of the Study | 第59-61页 |
| ·Enlarging Students' Cognitive Context to Seek Optimal Relevance | 第60页 |
| ·Training Students to Employ Contextual Assumptions | 第60-61页 |
| ·Limitations of the Study | 第61-62页 |
| References | 第62-64页 |
