王勇编写的《英语词汇语义关系习得研究》以词汇语义关系中的两类聚合关系(同义关系和反义关系)为研究对象，重点探讨了中国高级英语学习者对英语中这两类词汇语义关系掌握的程度。其具体的研究问题包括：(1)与英语本族语者对这两类词汇语义关系的掌握相比，中国高级英语学习者有何差异？(2)是否可以采取深层语义加工的方法，提高中国英语学习者在课堂教学环境下对同义关系的掌握程度？(3)在课堂教学环境下，反义关系的习得呈现何种发展途径？(4)影响中国高级英语学习者掌握二语中的同义关系与反义关系的主要因素有哪些？为了回答这些问题，作者提出了同义关系与反义关系的可操作定义，并建立了二语词汇语义关系习得的发展模型。在此框架的基础上，作者采用数据驱动的方法和实验的方法对中国高级英语学习者的二语词汇语义关系的习得进行了定量分析。

Chapter 1 Introduction

 1.1 Research orientation

 1.2 Objectives

 1.3 Definitions of key terms

1.3.1 L2 vocabulary knowledge

1.3.2 Lexical semantic relations

1.3.3 Canonicity of antonymous pairs

 1.4 Organization of the book

Chapter 2 Literature Review

 2.1 Overview

 2.2 Studies on word knowledge types

2.2.1 An influential agenda for research into word knowledge types

2.2.2 A revised and well-accepted framework of word knowledge

2.2.3 Advocates of "framework" position and related studies

 2.3 Studies on "receptive" vs. "productive" word knowledge

2.3.1 Early discussions on receptive vs. productive distinction

2.3.2 Current discussions on receptive and productive vocabulary

 2.4 Studies on word knowledge measurement of vocabulary knowledge

2.4.1 Early conceptions about the vocabulary measurement and its test development

2.4.2 Further development of vocabulary knowledge measurement

2.4.3 A large-scale quantitative test on L2 English vocabulary in the 1980s

2.4.4 Test instruments developed on the basis of "continuum"

2.4.5 A recent challenge to the quantitative vocabulary measurement

2.4.6 A new approach to vocabulary measurement in a word knowledge framework

 2.5 Studies on L2 vocabulary development

2.5.1 A macro theory of vocabulary development and acquisition: A unified Competition Model

2.5.2 Micro theories of L2 vocabulary acquisition

2.5.3 Empirical studies on L2 vocabulary development

 2.6 Lexical semantic relations: Theories

2.6.1 Congruence relations

2.6.2 Hierarchical relations

2.6.3 Non-hierarchical relations

 2.7 Lexical semantic relations: Related empirical research

2.7.1 Research related to acquisition of L2 synonymous relations

2.7.2 Research related to antonymy

 2.8 Summary

2.8.1 Current research related to L2 vocabulary acquisition and L2 lexieal semantic relations

2.8.2 Strengths of the current research related to L2 vocabulary acquisition and L2 lexical semantic relations

2.8.3 Weaknesses of the current research related to L2 vocabulary acquisition and L2 lexieal relations

Chapter 3 A Developmental Model for Acquisition of L2 Lexical Semantic Relations in Advanced Chinese ESL Learners

 3.1 Prior considerations

 3.2 The development of lexical semantics

 3.3 Development of L2 lexical semantic relations among advanced ESL learners in the classroom setting: A developmental model

Chapter 4 Research Methodology

 4.1 Research questions

 4.2 Research design

4.2.1 Nature of the design

4.2.2 Research procedures

4.2.3 Participants

 4.3 Variables for investigation and their operational definitions

 4.4 Instrumentation

4.4.1 Design of the sentence completion task for synonym differentiation

4.4.2 Design of the antonymous pair canonicity judgment test

4.4.3 Productive vs. receptive vocabulary knowledge tests

4.4.4 Word associates test

 4.5 A pilot study

 4.6 Data collection

 4.7 Data preparation and analysis

4.7.1 Setting up norms

4.7.2 Scoring scheme

4.7.3 Statistics for quantitative analysis

Chapter 5 Results of the Empirical Study

 5.1 Quantitative results

5.1.1 The correlation of the scores on synonym differentiation test with the overall L2 proficiency and aspects of vocabulary development

5.1.2 The difference between NSs' and NNSs' performance on the synonym differentiation test

5.1.3 The enhancing effect of semantic processing on the acquisition of synonymy

5.1.4 The difference between NSs' and NNSs' results of judgments of the eanonicity of the antonymous pairs ...

5.1.5 Possible factors influencing the scores on antonym eanonicity judgment test

5.1.6 The relation between NNSs' discrepancy from NSs' antonym canonicity judgment scores and NNSs' overall L2 proficiency and specific lexical proficiency

 5.2 An extension of the present study

 5.3 Two case studies

5.3.1 A case study of big, little, large and small

5.3.2 A ease study of correct, right, incorrect, and wrong

 5.4 Summary

Chapter 6 Discussion

 6.1 Acquisition of synonymy by Chinese advanced ESL learners--status quo and beyond

 6.2 Acquisition of antonymy by Chinese advanced ESL learners--discrepancy and its probable causes

 6.3 Approach to help acquisition of synonymy and antonymy-- frequency effect, enhanced input and increased engagement

 6.4 Canonical antonymous pairs: Dichotomy vs. continuum

 6.5 Theorizing acquisition of L2 lexical semantic relations in the classroom instruction setting

Chapter 7 Conclusion

 7.1 Major findings

7.1.1 The nature of acquisition of L2 lexical semantic relations in the classroom setting

7.1.2 Effects of instruction on the acquisition of L2 lexical semantic relations

 7.2 Implications

 7.3 Recommendations for further research

7.3.1 Choice of test items in both synonymous pairs and antonymous pairs

7.3.2 Research instrument

7.3.3 Research design

Appendices

 Appendix I Deese's last of 40 Antonymous Pairs

 Appendix II Initial Stimulus last Used for the Rating Task(Sabourin, 1998)

 Appendix III Frequency and Mutual Information Value of Antonymous Pairs(Information Retrieved from COCA on November 11, 2009)

 Appendix IV The Antonym Canonicity Judgment Test

 Appendix V Sentence Completion Test (Synonym Differentiation Test)

 Appendix VI ANOVA of NNS09 vs. NNS07 vs. NS: Significant and Marginally Significant Antonymous Pairs

 Appendix VII The Results of a One-Way ANOVA between NNS07 and NS

 Appendix VIII The Results of a Multiple Regression Analysis on NNS and NS Antonym Results

 Appendix IX A Rank of Antonym Canonicity by NS Scores

 Appendix X The Independent Samples t-test between the Scores of Subgroups of Synonym Differentiation Test by Native Speakers and Nonnative Speaker Pilot Group

 Appendix XI The Independent Samples t-test between Perceived Difficulty of Subgroups of Synonym Differentiation Test by Native Speakers and Nonnative Speaker Pilot Group

Bibliography

Acknowledgements