| 摘要 | 第1-7页 |
| Abstract | 第7-11页 |
| Chapter One: Introduction | 第11-15页 |
| ·Background and overview of the study | 第11-12页 |
| ·Significance of the research | 第12-13页 |
| ·Structure of this thesis | 第13-15页 |
| Chapter Two: Literature Review | 第15-26页 |
| ·Vocabulary teaching and learning | 第15-22页 |
| ·The Notion of Mental Lexicon | 第15-16页 |
| ·The process of vocabulary learning | 第16-18页 |
| ·Strategies in Vocabulary Learning | 第18-21页 |
| ·Teachers' perception of vocabulary learning and its influence | 第21-22页 |
| ·Teachers' practical knowledge | 第22-26页 |
| ·An overview of the study on teachers' practical knowledge | 第22页 |
| ·The concept of teachers' practical knowledge | 第22-23页 |
| ·The components and development of teachers' practical knowledge | 第23-26页 |
| Chapter Three: Methodology | 第26-32页 |
| ·Introduction | 第26页 |
| ·Sampling and informants | 第26-28页 |
| ·Data collection | 第28-29页 |
| ·Data analysis | 第29-32页 |
| Chapter Four: Results and discussions | 第32-40页 |
| ·The discussion of each informant | 第32-37页 |
| ·Alice: the first step is to notice problem context | 第32-34页 |
| ·Bella: reflection and action are driven by the belief | 第34-35页 |
| ·Charles: knowledge is being developed all the time | 第35-37页 |
| ·Summary of the components and development of teachers' practical knowledge | 第37-40页 |
| Chapter Five: Conclusion | 第40-42页 |
| ·Findings and suggestions | 第40-41页 |
| ·Limitation of the study | 第41-42页 |
| References | 第42-44页 |
| Acknowledgement | 第44页 |
