詞彙能力無疑是構成外語交際能力的首要維度
。戴家琪著的《基於英語詞彙教學中策略訓練的行
動研究》以行動研究為理論框架，深入探討策略訓
練之於詞彙教學的重要意義。具體來看，全書旨在
通過假設驗證實現“先診後治”的寫作目的。在第
一階段，詞彙廣度測試結果證實了第一個假設，即
：參與學生的整體被動詞彙量比較有限。接下來，
通過質性的研究手段，另外兩個假設得以成立：首
先，參與學生對詞彙習得策略認識模糊、難以運用
；其次，從策略訓練的標準出發，效率不高的詞彙
講授至少要對同樣效率不高的詞彙習得負部分責任
。第二階段在兩個班級之間開展實驗並得出如下結
論：兩個班級差異顯著，其中基於策略訓練的創新
教法在數據上優於傳統教法。第四個假設即檢驗為
真：策略訓練確能有效提升詞彙教學的整體成效，
因為它有助於加深學生所習得的詞彙知識。

Chapter One Introduction
1.1 Background of the study
1.2 Rationale for the study
1.3 Viewpoint of the study
1.4 Significance of the study
1.5 Organization of the dissertation
Chapter Two Literature Review
2.1 Introduction
2.2 Action research
2.2.1 Definition
2.2.2 Significance
2.2.3 Process
2.3 EFL lexical acquisition of undergraduates in China
2.4 Lexicai acquisition strategies
2.5 Strategy training of lexical acquisition
2.6 Lexical testing instruments
2.6.1 Vocabulary breadth testing
2.6.2 Vocabulary depth testing
2.7 Chapter summary
Chapter Three Methodology
3.1 Introduction
3.2 An overview of research design
3.2.1 Research cycle
3.2.2 Participants & ethical considerations
3.2.3 Textbook & pedagogy
3.2.4 Procedures for data collection
3.2.5 Methods of data analysis
3.3 Chapter summary
Chapter Four Preparation as Stage One
4.1 Introduction
4.2 Confirming a problem & proposing hypotheses
4.3 Making investigations & reconfirming the problem
4.4 Developing an action plan
4.5 Chapter summary
Chapter Five Execution as Stage Two
5.1 Introduction
5.2 Pre-testing & post-testing
5.3 Differentiated teaching
5.4 Chapter summary
Chapter Six Reflection as Stage Three
6.1 Introduction
6.2 Analyzing data & evaluating effects
6.3 Chapter summary
Chapter Seven Suggestions for EFL Teaching Material Development
7.1 Introduction
7.2 An overview
7.3 Lexical input
7.4 Lexical intake
7.5 Lexical output
7.6 Chapter summary