Introduction
Chapter 1: Background
1.1 Introduction
1.2 Statement of the Problem
1.3 Research Objectives
1.4 Significance of the Study
1.5 Vocabulary Teaching in China
1.5.1 English as a Second Language in China
1.5.2 The Role of Vocabulary Knowledge
1.5.3 The Current Situation of Vocabulary Teaching in China
Chapter 2: Literature Review
2.1 Introduction
2.2 Approaches and Methods in Language Teaching
2.3 Approaches to Vocabulary Teaching
2.3.1 Incidental Approach
2.3.2 Intentional Approach
2.3.3 Word Association Approach and the Contextualised Approach
2.4 Vocabulary Knowledge and Development
2.4.1 Vocabulary Size
2.4.2 What is Involved in Knowing a Word?
2.4.3 Receptive Knowledge versus Productive Knowledge
2.4.4 The Development of Vocabulary Knowledge
2.4.5 Vocabulary Teaching and Learning Burden
2.5 Language Processing and the Conceptualisation of Bottom - up and Top - down
2.6 The Components of a Vocabulary Course
2.6.1 The Goals of Vocabulary Teaching
2.6.2 Needs Analysis of a Vocabulary Course
2.6.3 Environment Analysis
2.6.4 Teaching Principles
2.6.5 Teaching Content and Sequence
2.6.6 Format and Presentation
2.6.7 Monitoring and Assessment
2.6.8 Course Evaluation
2.7 Previous Research
2.7.1 Research on Bottom - up and Top - down Approaches
2.7.2 Research on Vocabulary Teaching
2.8 Chinese Culture and the Role of Culture in EFL Teaching
2.8.1 The Fundamental Features of Chinese Culture
2.8.2 The Role of Culture in EFL Teaching
2.9 Summary and Implications
Chapter 3: Methodology and Design
3.1 Introduction
3.2 Overview of the Research Project
3.3 Research Design
3.4 Participants
3.4.1 Research Sample
3.4.2 Recruitment
3.4.3 Allocation of Participants
3.5 Instruments
3.5.1 Background Information Questionnaire
3.5.2 Vocabulary Knowledge Tests
3.5.3 Course Evaluation Questionnaire
3.6 Research Procedure
3.7 Instruction
3.7.1 Teaching Procedure
3.7.2 Teaching Materials and Resources
3.7.3 Teaching Activities
3.8 Data Analysis
3.9 Summary
Chapter 4: Data Analysis
4.1 Overview
4.2 Preliminary (Descriptive) Analysis
4.3 Main Analysis
4.3.1 The Results of Academic Vocabulary Size Tests (AVST)
4.3.2 The Results of Controlled Productive Knowledge Tests (CPKT)
4.4 Conclusion
Chapter 5: Discussion
5.1 Overview
5.2 The Different Effect between Bottom - up and Top - down Approaches
5.2.1 Nature of L2 Lexical Acquisition and its Alignment with Bottom - up Processing
5.2.2 Learners Low Proficiency Level Favours Bottom- up Proeessing
5.2.3 Socio- cultural and Traditional Factors in the Chinese Context
5.3 About the Vocabulary Course
5.3.1 Composition of the Course ( in terms of Nation s four strands)
5.3.2 The Role of Explicit/Direct Vocabulary Instruction
5.3.3 Input Processing Management
5.3.4 The Instruction Targeted both Receptive and Productive Skills
5.3.5 Combination of both the Key Words Approach and the Contextualised Approach
5.3.6 Use of Online Resources
5.4 Conclusion
Chapter 6: Conclusion
6.1 Project Summary
6.2 Contribution of the Study
6.2.1 Contributions to Scholarship in the Field of L2 Research
6.2.2 Contributions to Second Language Pedagogy
6.3 Limitations of the Current Study and Recommendation for Future Research
6.4 Recommendations for Second Language Pedagogy
6.4.1 A Plausible.Heuristic and Eclectic Approach in ELT
6.4.2 Eclectic Dynamic Language Acquisition Model Integrating Bottom -up and Top -down Dimensions
6.5 Final Comments
References
Appendix A: Teaching Syllabus
Appendix B: Lesson Plan
Appendix C: Teaching Materials
1.Academic Words Lists (AWL) (Coxhead,2000)
2.Sub - lists of the AWL ( Coxhead ,2000)
3.IELTS Preparing Book ( IELTS 7,2008.p.78)
4.The List of Target Teaching Words
$.Academic Vocabulary Exercises
Appendix D: Teaching Resources
1.Word Formation: http://wordinfo.info/
2.Bilinguial online dictionary: http://www.iciba.corn/
3.WordNet Search 3.0: http://wordnetweb.princeton.edu/perl/webwn
4.Visuahhesaurus: http://www.visualthesaurus.com/trialover!
$.Oxford Collocation Dictionary Online: http://www.ozdic.corn
6.Long Dictionary of Contemporary English: http://www.ldoceonline.com
Appendix E: Research Instruments
1.Background Information Collection Form
2.Vocabulary Pre and Post Tests
3.Course Evaluation Questionnaire
蒋国武，二语教研工作者，曾在中国有名培训机构任资深主讲。读博期间，荣获澳洲政府全额博士奖学金，是目前澳大利亚纽卡斯尔大学语言学专业专享获得该奖学金的中国人。毕业后入选悉尼大学学术人才库。曾出席过多次靠前性学术会议，其中包含哈佛大学，悉尼大学，香港大学和惠灵顿大学，并做专题论文宣读，部分论文被SSCI收录。
蒋国武、郑通涛所著的《二语语汇宏微观双向教学对比研究》通过实地教学采集研究数据，以“实验性交叉组实验前后测试”的设计模式，新创两套高校学术语汇课程方案：微观正向进程模式与宏观逆向进程模式。本研究基于上述两套课程方案进行实际教学，取得数据并进行分析。结果表明，总体上两种教学法在中国大学生英语语汇习得上都取得了良好的效果，尽管微观逆向教学法略胜于宏观正向教学法。本书尝试用诸多因素解释上述研究发现，其中包括二语习得的特性，习得者的英语水平以及文化因素等。
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