Chapter 1 Introduction
Chapter 2 Literature Review
2.1 The definition of word
2.2 The dynamic features of word
2.3 The historical approach to vocabulary teaching and learning
2.4 The lexical approach
2.5 The lexical syllabus
2.6 The vocabulary instruction in EFL classroom
Chapter 3 Research Method
3.1 The aim of the research and its methods
3.2 The questionnaire design and evolution
3.3 The questionnaire structure
3.4 The subjects
3.5 Reliability of the questionnaire
3.6 Reliability of the factor analysis
Chapter 4 Results and Discussion
4.1 Results and discussion of Factorsl and 2
4.1.1 Where are the students difficulties
4.1.2 What do the students wish
4.2 Results and discussion of Factors 3, 4 and 5
4.2.1 The application of contextual strategies (Factor 3)
4.2.2 Learners habits in acquiring vocabulary (Factor 4)
4.2.3 Learners approach to reviewing strategy (Factor 5)
4.3 Why should we give vocabulary a proper place in the classroom
4.3.1 Limited time and exposure to English
4.3.2 Nominalized language
4.3.3 "Differences and distances between the two languages"
4.3.4 The vocabulary knowledge calls for explicit instruction of vocabulary
Chapter 5 Implications and Conclusions
5.1 Suggestions for what to improve
5.1.1 Revise National English Teaching Curriculums
5.1.2 Improve course books
5.2 Suggestions for what to teach
5.2.1 High frequency words
5.2.2 Lexical chunks and content words
5.2.3 Vocabulary knowledge
5.2.4 Memory strategies and language learning strategies
5.3 The limitation of this research
5.4 Conclusions
Appendix 1: Script of a students interview
Appendix 2: Questionnaire
Appendix 3: Five factors
Appendix 4: Figures
Appendix 5: A typical vocabulary list of an Iranian girl student
References
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