| 摘要 | 第1-4页 |
| Abstract | 第4-9页 |
| Introduction | 第9-12页 |
| Chapter One Literature Review | 第12-21页 |
| ·The History of English Vocabulary Teaching | 第12-16页 |
| ·The Grammar Translation Method | 第12-13页 |
| ·The Direct Method | 第13-15页 |
| ·The Audio-lingual Method | 第15页 |
| ·Communicative Language Teaching | 第15-16页 |
| ·The Current Main Trends in English Vocabulary Teaching | 第16-21页 |
| ·Word acquisition through context | 第16-17页 |
| ·Strategy instruction | 第17-18页 |
| ·The comments on current main vocabulary teaching methods | 第18-21页 |
| ·The disadvantages of word acquisition through context | 第18-19页 |
| ·The disadvantages of overemphasizing strategy instruction | 第19-21页 |
| Chapter Two Interpretation of the Exploited Theories | 第21-44页 |
| ·Why a Cognitive Way | 第21-25页 |
| ·A brief review on the structuralism and TG grammar | 第21-23页 |
| ·Basic view of cognitive linguistics | 第23-24页 |
| ·A cognitive approach | 第24-25页 |
| ·Prototype Category Theory | 第25-30页 |
| ·Category and categorization | 第25-27页 |
| ·Prototype category theory | 第27-28页 |
| ·The characteristics of basic level categories | 第28-30页 |
| ·Conceptual Structure Theory | 第30-37页 |
| ·Concept structure | 第30-31页 |
| ·Image schema | 第31-32页 |
| ·Conceptual metaphors and metonymies | 第32-37页 |
| ·Iconicity | 第37-40页 |
| ·The philosophical basis of iconicity | 第37页 |
| ·The understanding of iconicity | 第37-39页 |
| ·Distance iconicity | 第38页 |
| ·Sequencing iconicity | 第38-39页 |
| ·Proximity iconicity | 第39页 |
| ·Quantitative iconicity | 第39页 |
| ·The dialectical relationship between iconicity and arbitrariness | 第39-40页 |
| ·The Heuristics of the Theories of Prototype Category, Conceptual Structure and Iconicity | 第40-44页 |
| Chapter Three Middle School English Vocabulary Teaching from a Cognitive Perspective | 第44-64页 |
| ·Middle School English Vocabulary Teaching Principles | 第44-48页 |
| ·Systematic principle | 第44页 |
| ·Communicative principle | 第44-45页 |
| ·Cultural principle | 第45-46页 |
| ·Cognitive principle | 第46-47页 |
| ·Motivation principle | 第47页 |
| ·Experience principle | 第47-48页 |
| ·A "Four-Step" Model in English Vocabulary Teaching | 第48-56页 |
| ·Getting the sound of the word | 第49页 |
| ·Getting a clear image for the form of the word | 第49-50页 |
| ·Teaching the meaning of the word | 第50-52页 |
| ·Using the word | 第52-56页 |
| ·Teaching collocation by using conceptual structure theory | 第52-55页 |
| ·Teaching collocation by using iconicity | 第55-56页 |
| ·Iconicity and the order arrangement of words | 第56页 |
| ·Issues Needed to Be Taken Care of When Employing This Model | 第56-61页 |
| ·Integrating new meanings of the word with the old | 第57-58页 |
| ·Paying attention to experience accumulation | 第58-59页 |
| ·Keeping an eye on entities | 第59页 |
| ·Helping students to improve their cognitive abilities | 第59-60页 |
| ·Enriching students culture background knowledge | 第60-61页 |
| ·The Advantages of Employing the "Four-Step" Model in English Vocabulary Teaching | 第61-64页 |
| ·Easily understood by students | 第61页 |
| ·Easily remembered by students | 第61-63页 |
| ·Easy for students to infer from the context | 第63-64页 |
| Conclusion | 第64-67页 |
| Bibliography | 第67-70页 |
| Acknowledgements | 第70-71页 |
| 原创性声明 | 第71页 |
