Chapter One：SLVA Depth and Breadth in a Frequency Effect Analysis

0 Introduction

1 Frequency and Frequency Effects

1.1 Frequency

1.2 Three Dimensions of Frequency

2 Second Language Vocabulary Acquisition（SLVA）

2.1 Breadth of L2 Vocabulary Knowledge

2.2 Depth of L2 Vocabulary Knowledge

3 SLVA Frequency Effects Framework

3.1 Frequency Effects in SLA

3.2 A tentative Framework

3.3 Variables for Investigation

4 A Frequency Effect Experiment

4.1 Participants

4.2 Instrumentation

4.3 Procedures

4.4 Scoring

4.5 Data Analysis

5 Findings and Discussions

5.1 Frequency Level Effects

5.2 Word Exposure Effects

Chapter Two：Words and their Cognitive Polysemic Networks in the Scene-oriented Model

1 Introduction

2 Polysemy

2.1 Polysemy Studies Abroad

2.2 Polysemy Studies in China

2.3 Understanding Polysemy

2.4 Summary

3 Theoretical Basis of Polysemous开（Kāi）

3.1 Categorization

3.2 Prototype Theory

3.3 Mechanisms of Meaning Extension

3.4 Polysemic Network

4 Polysemic Network of开（Kāi）：A Scene-oriented Model

4.1 Protoscene as the Starting Point

4.2 The Polysemic Network of开（Kāi）

4.3 Summary

5 Conclusion

Chapter Three：English Pragmatic Competence and Learning Motivation in Correlation

1 Introduction

1.1 Research Background

1.2 Purpose and Significance of the Thesis

1.3 Framework of the Thesis

2 Survey of SEMs'Pragmatic Competence

2.1 Design of the Survey

2.2 Results and Analysis

3 Factors Affecting SEMs'Pragmatic Competence

3.1 Categories of SEMs'Pragmatic Competence

3.2 Factors for SEMs'Pragmatic Competence

4 Correlation between SEMs'Pragmatic Competence and Learning Motivation

4.1 Survey Design of SEMs'Learning Motivation

4.2 Results and Analysis

4.3 SEMs'Pragmatic Competence and Learning Motivation in Correlation

4.4 Implications

5 Conclusion

Chapter Four：Chinese and Native Speakers of English Differing in Performing Requests

0 Introduction

1 Request as a Speech Act

1.1 Category for Evaluation

1.2 Classification and Strategy

2 Research Design

2.1 Purposes

2.2 Participants

2.3 Instrumentation

2.4 Data Collection

3 Results and Discussions

3.1 Differences in Forms of Request

3.2 Differences in Modifications of Request

3.3 Differences in Strategies of Request

4 Conelusion

Chapter Five：Subjunctive Mood and Human Relation Distanciation

1 Introduction

1.1 The Questionable Situation

1.2 Purpose of the Research

1.3 Significance of the Research

1.4 Organization of the Thesis

2 Subjunctive Mood Categories

2.1 Classification of Subjunctive Mood

2.2 Contemporary Grammarians'Attitudes towards Subjunctive Mood

2.3 Employment of Subjunctive Mood

3 Subjunctive Mood and Distanciation

3.1 Temporal Distance and Psychological Distance

3.2 Subjunctive Mood Analysis Model

3.3 Subjunctive Distanciation

4 Distanciation in Experiment

4.1 Introduction

4.2 Research Questions

4.3 Research Methods

4.4 Procedure

4.5 Results and Discussions

5 Distanciation Pedagogics and Conclusion

5.1 Close Distanciation

5.2 Remote Distanciation

5.3 Conclusion

Chapter Six：Class Size and English Learning Efficiency in Correlation

1 The Proposition of the Issue

1.1 Definition：an Issue of Perspective

1.2 Class Size Issue and English Learning Efficiency

1.3 Significance of the Issue

2 State of the Art

2.1 China's Realities

2.2 Studies in China

2.3 Studies Abroad

3 Mediating Factors of ELT Efficiency

3.1 Children's General Cognitive Stages

3.2 Specific Cognitive Differences

3.3 Class Size and Teaching Methods

4 Size-Efficiency Investigation

4.1 Design of the Survey

4.2 Results and Analysis

4.3 Implications

5 Conclusion

Chapter Seven：English Intensive Reading and SCTPPP in Application

1 Introduction

2 Idea-Conflicts about College English Intensive Reading Instruction

2.1 Centering on Learners

2.2 Utility of Computer Resources

2.3 Task Issues in CEIR Instruction

2.4 Process of Learning

3 Feasibility of the SCTPPP Instruction Model

3.1 Definition of SCTPPP

3.2 Theoretieal Basis of SCTPPP

3.3 Practicability of the SCTPPP Instruction Model

4 SCTPPP for Experimentation

4.1 Experimental Conditions

4.2 Hypothetical Questions

4.3 Subjects

4.4 Instruments of the Research

4.5 Instructional Arrangements

4.6 Data Collection

4.7 Results Analysis and Discussion

5 Conclusion

References