声明
Acknowledegments
摘要
Abstract
List of Tables
List of Figures
List of Abbreviations
Table of Contents
Chapter One Introduction
1．1 Background of the study
1．1．1 Insufficient attention paid to the issue of automaticity
1．1．2 A focus switched from automaticity to automatization
1．2 Value of the study
1．2．1 Theoretical value
1．2．2 Practical value
1．2．3 Methodological value
1．3 Outline of the study
1．4 Framework of the dissertation
Chapter Two Theoretical Framework：the Adoption of ACT
2．1 Introduction
2．2 General characteristics of automatization
2．2．1 Speed-up：qualitative vs．quantitative
2．2．2 The power law of practice
2．2．3 Load independence
2．3 Instance-based vs．rule-based
2．3．1 Instance-based
2．3．2 Rule-based
2．4 Motivations for adopting Anderson’s ACT
2．5 The ACT framework
2．5．1 Declarative knowledge vs．procedural knowledge
2．5．2 Three stages of automatization
2．5．3 A model for three kinds of memory
2．6 Chapter summary
Chapter Three Measurement：Automatization and Automaticity
3．1 Introduction
3．2 Acontinuum view of automatization
3．2．1 Automatization as fast processing
3．2．2 Automatization as decreased interference from simultaneous tasks
3．2．3 Automatization as qualitative changes
3．3 A dichotomy view of automaticity
3．3．1 Automaticity as ballistic processing
3．3．2 Automaticity as nativelike sensitivity to syntactic well-formedness
3．4 Issues to be addressed further
3．5 Chapter summary
Chapter Four Online Processing of Subject-Verb Agreement in L2 English
4．1 Introduction
4．2 The reasons for adopting English subject-verb agreement as the target grammar
4．3 English subject-verb agreement in L2 acquisition
4．3．1 Effects of cross-linguistic(dis)similarity
4．3．2 Effects of second language proficiency
4．3．3 Effects of subject-verb distance
4．3．4 Effects of working memory capacity
4．4 Chapter summary
Chapter Five Research Design and Methodology
5．1 Introduction
5．2 Rationale for the present study
5．3 Research questions
5．4 Participants
5．5 Materials
5．5．1 Online tasks
5．5．2 Offline tasks
5．6 Procedure of data collection
5．6．1 English native speakers
5．6．2 Chinese EFL learners
5．7 Chapter summary
Chapter Six Results
6．1 Introduction
6．2 Experiment 1：English native speakers(NSs)
6．2．1 Question-answering comprehension accuracy for NSs
6．2．2 Reaction times(RTs)for NSs
6．3 Experiment 2：Chinese EFL learners
6．3．1 Question-answering comprehension accuracy for EFL learners
6．3．2 Reaction times (RTs)for EFL learners
6．3．3 Working memory test for EFL learners
6．3．4 Test of explicit knowledge of subject-verb agreement for EFL learners
6．4 Chapter summary
Chapter Seven Discussion
7．1 Introduction
7．2 English native speakers vs．Chinese EFL learners：L1-L2 dissimilarity at play
7．2．1 Evidence from the present study
7．2．2 Integration with related studies
7．3 Proficient EFL learners vs．less-proficient EFL learners：Proficiency at play
7．3．1 Evidence from the present study
7．3．2 Integration with related studies
7．4 Adjacent SV agreement vs．nonadjacent SV agreement：WM at play
7．4．1 Evidence from the present study
7．4．2 Integration with related studies
7．5 Chapter summary
Chapter Eight Implications and Conclusion
8．1 Introduction
8．2 Research questions and results revisited
8．3 Implications
8．3．1 Theoretical implications
8．3．2 Pedagogical implications
8．3．3 Methodological implications
8．4 Innovations of the study
8．5 Limitations of the study
8．6 Recommendations for future research
8．7 Conclusions
Bibliography
Appendix
