| 摘要 | 第4-6页 |
| Abstract | 第6-8页 |
| Chapter One Introduction | 第11-15页 |
| 1.1 Motivation for the research | 第11-12页 |
| 1.2 Significance of the research | 第12-13页 |
| 1.2.1 Strategic guidance for students' English learning | 第12-13页 |
| 1.2.2 Practical basis for current cognitive lexicology theory system | 第13页 |
| 1.3 Organization of the thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-26页 |
| 2.1 An overview of vocabulary learning strategy | 第15-22页 |
| 2.1.1 Research on vocabulary learning strategy abroad | 第15-20页 |
| 2.1.2 Research on vocabulary learning strategy at home | 第20-22页 |
| 2.2 Research on application of cognitive lexicology theory in vocabulary teaching and learning | 第22-25页 |
| 2.2.1 Research on the application of cognitive lexicology theory in vocabulary teachingand learning abroad | 第22-24页 |
| 2.2.2 Research on the application of cognitive lexicology theory in vocabulary teachingand learning at home | 第24-25页 |
| 2.3 Summary | 第25-26页 |
| Chapter Three Theoretical Framework | 第26-43页 |
| 3.1 Introduction | 第26页 |
| 3.2 Definition of cognitive lexicology | 第26-30页 |
| 3.3 Cognitive Lexicology Theories | 第30-36页 |
| 3.3.1 Categorization Theory | 第30-31页 |
| 3.3.2 The Prototype Theory | 第31-34页 |
| 3.3.3 Image Schema Theory | 第34-35页 |
| 3.3.4 Metaphor and Metonymy Theory | 第35-36页 |
| 3.4 The implications of cognitive lexicology theories in English vocabulary strategies | 第36-42页 |
| 3.4.1 Using basic level category to understand the high-level and low-level category | 第37-38页 |
| 3.4.2 Using prototype theory to enhance the ability to understand similar category words | 第38-39页 |
| 3.4.3 Establishing image schema thinking mode to improve vocabulary cognition | 第39-41页 |
| 3.4.4 Using metaphor theory to understand extended meanings | 第41-42页 |
| 3.5 Summary | 第42-43页 |
| Chapter Four Research Design | 第43-71页 |
| 4.0 Introduction | 第43页 |
| 4.1 Research questions and hypotheses | 第43-44页 |
| 4.2 Subjects | 第44页 |
| 4.3 Instruments | 第44页 |
| 4.4 Procedures of the research | 第44-56页 |
| 4.4.1 Questionnaire survey | 第44-46页 |
| 4.4.2 Interview survey | 第46页 |
| 4.4.3 Pre-test | 第46-47页 |
| 4.4.4 Educational practice | 第47-55页 |
| 4.4.5 Post-test | 第55页 |
| 4.4.6 Post survey of questionnaire | 第55-56页 |
| 4.5 Result and analysis | 第56-66页 |
| 4.5.1 Analysis of results of the questionnaire | 第56-60页 |
| 4.5.1.1 Overall situation of students' English vocabulary learning beliefs | 第57-58页 |
| 4.5.1.2 Overall situation of vocational students' usage of vocabulary learning strategy | 第58-60页 |
| 4.5.2 Analysis of results of interview | 第60-61页 |
| 4.5.3 Analysis of results of tests | 第61-66页 |
| 4.5.3.1 The verification of Hypothesis 1 | 第61-62页 |
| 4.5.3.2 The verification of Hypothesis 2 | 第62-64页 |
| 4.5.3.3 The verification of Hypothesis 3 | 第64-66页 |
| 4.6 Discussion | 第66-70页 |
| 4.6.1 Laying Emphasis on Basic Category Term | 第67-68页 |
| 4.6.2 Giving priority to prototypical meanings of polysemy | 第68-69页 |
| 4.6.3 Explaining extended meanings by metaphor and metonymy | 第69-70页 |
| 4.6.4 Committing vocabulary to memory by semantic organization | 第70页 |
| 4.7 Summary | 第70-71页 |
| Chapter Five Conclusion | 第71-76页 |
| 5.1 Summary of the research | 第71-72页 |
| 5.2 Implications | 第72-74页 |
| 5.3 Limitations and Suggestions | 第74-76页 |
| Bibliography | 第76-82页 |
| Appendix Ⅰ Questionnaire | 第82-85页 |
| Appendix Ⅱ Sample of pre-test | 第85-88页 |
| Appendix Ⅲ Sample of post-test | 第88-92页 |
| Acknowledgements | 第92页 |
