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me  the  first  who  proposed  “constructivism”.  At  the  very  beginning, “constructivism”  was  just  a  philosophical  concept  developing  from cognitive  psychology.  Piaget  proposed  that  the  cognitive  structure  or schema was built up step by step with two basic processes--- assimilation and  accommodation.  And  then  those  psychologists  or  educators,  like Vygotsky, Ausubel, Bruner, all developed Constructivism. Constructivism focuses  on  former  experience,  psychological  structure  and  belief.  These are  the  basis  to  construct  knowledge  ( 范琳、张其云， 2003).  The highlighted parts include the initiative, the sociality and the situationality  of  learning.  In  the  1990s,  “constructivism”  was  introduced  to  China. Constructivist Learning Theory was part of it. Constructivism can clearly explain the following aspects of learning: How  learning  takes  place,  how  meaning  is  constructed,  how  concept  is formed  and  what  key  elements  are  included  in  an  ideal  learning environment.  From  the  prospective  of  constructivism,  knowledge  is  a meaningful  construction  instead  of  a  widely-known  conclusion.  As everyone can construct his own knowledge of an object via cognition, the construction  is  a  product  of  individualization  and  contextualization. Learning means that every learner builds up his own idea about a certain object,  from  his  own  prospective.  Learning  is  an  interaction  between learners  and  learning  environment.  The  ability  of  learners  to  construct concerned  knowledge  on  the  foundation  of  their  own  experience  instead of  that  to  memorize  and  recite  what  teachers  lecture  determines  how much  they  can  get.  Learners  are  the  subjects  to  process  information. Connection  and  thought  are  the  keys  to  the  construction.  During  the process, teachers in classroom only stay beside and offer help if necessary, which  means  teachers  are  just  part  of  the  context.  They  are knowledge-navigators.
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Chapter Three Methodology .......... 31 
3.1 Research Design ..... 31 
3.1.1 Research Questions ...... 34 
3.1.2 Research Subjects ........ 35 
3.1.3 Research Instruments .......... 36 
3.2 Research Procedures ...... 38 
3.2.1 Data Collection ..... 38 
3.2.2 Data Analysis ........ 41 
Chapter Four Results and Discussion ......... 45 
4.1 Image Schemas of Particles on Learners’ Receptive Vocabulary ....... 45 
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