文摘
英文文摘
List of Tables
Abbreviations
Chapter One Introduction
1.1 Background of the study
1.2 Significance of the study
1.3 Organization of the thesis
Chapter Two Conceptual framework and 1iterature review
2.1“Focus on form”and related theories
2.1.1 Introduction
2.1.2 Information processing model
2.1.3 The noticing hypothesis
2.1.4 The interaction hypothesis
2.1.5 The concept of“focus on form”and its types
2.2 Negotiation in L2 interaction
2.2.1 Introduction
2.2.2 Types of Negotiation
2.2.3 Conversational devices in negotiation
2.3 Mediated learning
2.3.1 Introduction
2.3.2 Aspects and forms of mediation for learning
2_3.3 The mediating role of the teacher in learning tasks
2.4 Review of empirical studies related to the present study
2.4.1“Focus on form”and the second language development
2.4.2 Task-related factors and learners'attention to form
2.4.3 Pre.task planning time and learners'attention to form
2.4.4 Pre-task instruction(PTI)and learners'attention to form
2.4.5 Summary and comments
Chapter Three Research methodology
3.1 Research questions
3.2 Variables
3.2.1 Independent variable：PTI and non-PTI
3.2.2 Dependent variable 1：Extent oflearners'attention to form
3.2.3 Dependent variable 2：Learners'correct solutions to linguistic problems attended to
3.2.4 Dependent variable 3：Quality oflearners'cooperative compositions
3.3 Participants
3.4 The oral task and material
3.5 The pre-task instruction(PTI)
3.6 Procedure
3.7 Data collection and analysis
3.7.1 Recording and transcription of task discusaions
3.7.2 Identification and coding of language-related episodes(LREs)
3.7.3 Scoring criteria of cooperative compositions
Chapter Four Results and discussions
4.1 Effects of PTI On the extent of learners'attention to form
4.2 Effectss of PTI on 1earners'correct solutions to linguistic problems attended to
4.3 Comparison of the quality ofcooperative compositions by the two groups
4.3.1 The number of linguistic errors in cooperative compositions by the two groups
4.3.2 The mean scores of learners'cooperative compositions by the two groups
4.4 Discussions with qualitative data supports
4.4.1 PTI and the extent of leamers'attention to form
4.4.2 PTI and learners'correct solutions to linguistic problems attended to
4.4.3“Focus on form”discussion and quality of cooperative compositions
Chapter Five Conclusion
5.1 Major findings of the study
5.2 Pedagogical implications of the study
5.3 Limitations and suggestions
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgement
