| 中文摘要 | 第1-7页 |
| Abstract | 第7-13页 |
| Chapter 1 Introduction | 第13-16页 |
| ·Background of the study | 第13-14页 |
| ·Aim of the study | 第14页 |
| ·Research questions | 第14-15页 |
| ·Structure of the thesis | 第15-16页 |
| Chapter 2 Literature Review | 第16-27页 |
| ·Vocabulary learning strategies | 第16-19页 |
| ·Major studies abroad | 第16-18页 |
| ·Major studies in China | 第18-19页 |
| ·Vocabulary learning strategies instruction development | 第19-21页 |
| ·Semantic mapping vocabulary learning strategy | 第21-27页 |
| ·Definitions of semantic mapping strategy(SMS) | 第21-22页 |
| ·Features of SMS | 第22-24页 |
| ·SMS producing the effect of creating associative networks for words | 第22-23页 |
| ·SMS providing opportunities of negotiation | 第23页 |
| ·SMS being best introduced as a collaborative learning through different ways | 第23-24页 |
| ·SMS enhancing long-term retention | 第24页 |
| ·Researches in SMS | 第24-27页 |
| Chapter 3 The Research | 第27-32页 |
| ·Purpose of the study | 第27页 |
| ·Research questions | 第27-28页 |
| ·Subjects | 第28-29页 |
| ·Instruments of the research | 第29-31页 |
| ·Interviews | 第29-30页 |
| ·Questionnaire | 第30页 |
| ·Pre-test | 第30页 |
| ·Semantic mapping strategy training | 第30-31页 |
| ·Post-test | 第31页 |
| ·Data collection | 第31-32页 |
| Chapter 4 Strategy Training | 第32-45页 |
| ·Presenting major semantic relationships between a concept and the associations | 第32-37页 |
| ·Synonyms and antonyms | 第32-33页 |
| ·Super-ordinates,co-ordinates and subordinates | 第33-34页 |
| ·Collocations | 第34-35页 |
| ·Metonyms | 第35页 |
| ·Word formation | 第35-36页 |
| ·Homonyms | 第36-37页 |
| ·Constructing semantic maps with the guidance of the teacher | 第37-40页 |
| ·Students working cooperatively in groups | 第40-43页 |
| ·Individual practice | 第43-45页 |
| Chapter 5 Data Analysis | 第45-52页 |
| ·Data collected from the questionnaire | 第45-46页 |
| ·Data collected from the interviews | 第46-48页 |
| ·Data collected from the pre-test | 第48-50页 |
| ·Data collected from the post-test | 第50-52页 |
| Chapter Six Conclusions | 第52-57页 |
| ·Conclusions and pedagogical implications | 第52-54页 |
| ·SMS enhancing junior high students' vocabulary | 第52-53页 |
| ·A good way for the students to manipulate SMS individually and effectively:constructing the map using different types of semantic relationships among words one by one | 第53页 |
| ·SMS being better functioned in review activities than in new vocabulary learning | 第53-54页 |
| ·Limitations of the study | 第54-55页 |
| ·Suggestions about future research | 第55-57页 |
| References | 第57-61页 |
| Appendix 1 Questionnaire | 第61-64页 |
| Appendix 2 Questionnaire(Chinese version) | 第64-68页 |
| Appendix 3 Interviews | 第68-69页 |
| Appendix 4 Pretest | 第69-75页 |
| Appendix 5 Post-test | 第75-81页 |
| Appendix 6 Samples | 第81-84页 |
| Acknowledgements | 第84页 |
