| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-15页 |
| Chapter One Introduction | 第15-19页 |
| 1.1 Background of the Research | 第15-16页 |
| 1.2 Objective of the Research | 第16页 |
| 1.3 Significance of the Research | 第16-17页 |
| 1.4 Layout of the Thesis | 第17-19页 |
| Chapter Two Literature Review | 第19-33页 |
| 2.1 Theoretical Framework | 第19-23页 |
| 2.1.1 Noticing Hypothesis | 第19-20页 |
| 2.1.2 Input Hypothesis | 第20-21页 |
| 2.1.3 Depth of Processing | 第21-22页 |
| 2.1.4 Involvement Load Hypothesis | 第22-23页 |
| 2.2 Incidental Vocabulary Acquisition (IVA) | 第23-29页 |
| 2.2.1 Definition of IVA | 第23-25页 |
| 2.2.2 Evidence of effectiveness of IVA on language learning | 第25-26页 |
| 2.2.3 Factors influencing IVA | 第26-29页 |
| 2.2.3.1 Factors relevant to learners | 第26-28页 |
| 2.2.3.2 Factors related with context | 第28-29页 |
| 2.3 Input Enhancement (IE) | 第29-31页 |
| 2.3.1 Definition of IE | 第29-30页 |
| 2.3.2 Evidence of the effectiveness of IE on language learning | 第30-31页 |
| 2.4 Impact of IE on IVA | 第31-33页 |
| Chapter Three Research Design and Procedure | 第33-50页 |
| 3.1 Research Questions | 第33-34页 |
| 3.2 Participants and Grouping of Participants | 第34-37页 |
| 3.2.1 Participants | 第34-35页 |
| 3.2.2 Grouping of participants | 第35-37页 |
| 3.3 Research Procedure | 第37-50页 |
| 3.3.1 Choosing teaching materials and target words | 第37-42页 |
| 3.3.1.1 Choosing and modifying teaching materials | 第37-40页 |
| 3.3.1.2 Choosing target words | 第40-42页 |
| 3.3.2 Choosing three enhancing ways for IVA | 第42-44页 |
| 3.3.3 Teaching and learning process | 第44-46页 |
| 3.3.4 Immediate and delayed vocabulary test | 第46-48页 |
| 3.3.4.1 Immediate vocabulary test | 第46页 |
| 3.3.4.2 Delayed vocabulary test | 第46-47页 |
| 3.3.4.3 Scoring | 第47-48页 |
| 3.3.5 Data collection and analysis | 第48-50页 |
| Chapter Four Results and Discussions | 第50-76页 |
| 4.1 Results of Immediate Vocabulary Test | 第50-54页 |
| 4.2 Results of Delayed Vocabulary Test | 第54-58页 |
| 4.3 Comparisons | 第58-69页 |
| 4.3.1 Comparison between G2 (Multiple Choices) and G1 (Without Input Enhancement) | 第59-62页 |
| 4.3.1.1 Comparison on immediate vocabulary test | 第59-61页 |
| 4.3.1.2 Comparison on delayed vocabulary test | 第61-62页 |
| 4.3.2 Comparison between G3 (Filling in Blanks) and G1 (Without Input Enhancement) | 第62-66页 |
| 4.3.2.1 Comparison on immediate vocabulary test | 第63-64页 |
| 4.3.2.2 Comparison on delayed vocabulary test | 第64-66页 |
| 4.3.3 Comparison between G4 (Translation) and G1 (Without Input Enhancement) | 第66-69页 |
| 4.3.3.1 Comparison on immediate vocabulary test | 第66-68页 |
| 4.3.3.2 Comparison on delayed vocabulary test | 第68-69页 |
| 4.4 Discussions of the Results | 第69-76页 |
| 4.4.1 Discussions for the first research question | 第69-71页 |
| 4.4.2 Discussions for the second research question | 第71-73页 |
| 4.4.3 Discussions for the third research question | 第73-76页 |
| Chapter Five Conclusion | 第76-82页 |
| 5.1 Findings of this Research | 第76-78页 |
| 5.2 Pedagogical Implications | 第78-80页 |
| 5.3 Limitations of this Research and Suggestions for Further Research | 第80-82页 |
| References | 第82-88页 |
| Appendix ⅠTeaching materials (An Example) | 第88-91页 |
| Appendix Ⅱ Vocabulary Knowledge Scale Test | 第91-92页 |
| Appendix Ⅲ Multiple Choices (An example) | 第92-93页 |
| Appendix Ⅳ Filling in Blanks (An example) | 第93-94页 |
| Appendix Ⅴ Translations (An example) | 第94-95页 |
| Appendix Ⅵ Immediate Vocabulary Test (An example) | 第95-96页 |
| Appendix Ⅶ Delayed Vocabulary Test (An example) | 第96-97页 |
| 在校期间论文发表情况 | 第97页 |
