文摘
英文文摘
ACKNOWLEDGEMENT
1 INTRODUCTION
1.1 Knowledge of Vocabulary Teaching at University
1.2 Current Situation of Vocabulary Teaching and Learning at University
1.3 Research Questions
2 CONCEPT ATTAINMENT MODEL
2.1 Theoretical Basis for Concept Attainment Model
2.1.1 Piaget, Bruner and Constructivist Theories
2.1.2 Rogers and Humanist Theories
2.1.3 Vygotsky and Interactionist Theories
2.1.4 Connectionist Theories
2.2 Concept Attainment Model
2.2.1 Definition of Concept
2.2.2 Scientific Concept
2.2.3 Concept Attainment Model
2.2.4 Steps in the Concept Attainment Model
2.2.5 Variations on the Concept Attainment Model
2.2.6 Set-up of concept Attainment Model
2.2.7 Advantage of Concept Attainment Model
2.2.8 Implications of Concept Attainment Model for English Teachers
2.2.9 Application of Concept Attainment Model to Vocabulary Teaching
2.3 Teaching Practice Based on Concept Attainment Model
2.3.1 Antonym and Synonymy
2.3.2 Hyponymy
2.3.3 Prefixes and Suffixes
2.3.4 Collocations
2.3.5 Verb Phrases
3 EXPERIMENT
3.1 Objective
3.2 Subjects
3.3 Procedures
3.4 Experimental Instruments
3.5 Purpose and Hypotheses
3.6 Analysis of the Pre-test
3.7 Teaching Practice
3.7.1 Teaching Materials
3.7.2 Organization of Teaching
3.7.3 Choice of Task
3.7.4 Class Presentation
4 DATAANALYSIS AND IMPLICATIONS IN CLASSROOM TEACHING
4.1 Analysis of the Pre-test and the Post-test
4.1.1 Data Obtained From the Pre-test
4.1.2 Data Obtained From the Post-test
4.1.3 Findings and Discussion
4.2 The Conclusion of the Experiment
4.3 Implications in Classroom Teaching
5 CONCLUSION
5.1 Significance of the Study
5.2 Limitations of the Research and Suggestions for Further Study
APPENDIX Ⅰ
APPENDIX Ⅱ
APPENDIX Ⅲ
REFERENCES
学位论文独创性声明和版权的使用授权书
