ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Figures and Tables
CONTENTS
Chapter 1 Introduction
1．1 Background of the Study
1．2 The purpose of the Study
1．3 The Significance of the Study
1．4 The Overall Structure of the Thesis
Chapter 2 Literature Review
2．1 Theories Concerning Task
2．1．1 What Is A Task?
2．1．2 Principles of Task
2．2 Task Repetition
2．2．1 Theories Concerning Task Repetition
2．2．2 Summary of the Previous Studies
2．3 Definition of TBLT
2．4 Accuracy and Fluency
2．4．1 Accuracy
2．4．2 Fluency
2．4．3 The Relationship between Accuracy and Fluency
2．4．4 Accuracy and Fluency Oriented Oral Task Design
2．5 Corrective Feedback
2．6 Teachers’ Feedback
2．6．1 Teachers’ Feedback in Accuracy Activities
2．6．2 Teachers’ Feedback in Fluency Activities
2．7 Levelt’s Model of Speech Production
2．8 Van Patten’s Input Processing and Processing Instruction
Chapter 3 Methodology
3．1 Research Questions
3．2 Subjects
3．3 Task Materials
3．4 Instruments
3．5 Procedures
3．5．1 Questionnaire
3．5．2 Grouping
3．5．3 Pre-test
3．5．4 Task Repetition Experiment
3．5．5 Post-test
3．5．6 Data Collection and Analysis
Chapter 4 Results and Discussion
4．1 Questionnaire Results and Discussion
4．2 The Comparison of the Pre-test Performance
4．2．1 The Comparison of Cartoon1 Scores of Accuracy between Two Groups
4．2．2 The Comparison of Cartoon 1 Scores of Fluency between Two Groups
4．3 Comparison of the Accuracy between Pre-test and Post-test
4．3．1 Comparison of the Accuracy between Pre-test and Post-test of Immediate Same Task Repetition Group
4．3．2 Comparison of the Accuracy between Pre-test and Post-test of Immediate Different Task Repetition Group
4．4 Comparison of the Fluency between Pre-test and Post-test
4．4．1 Comparison of the Fluency between Pre-test and Post-test of Immediate Same Task Repetition Group
4．4．2 Comparison of the Fluency between Pre-test and Post-test of Immediate Different Task Repetition Group
4．5 Discussions of the Results
Chapter 5 Conclusion
5．1 Major Findings
5．2 Suggestions for Teachers
5．3 Limitation of the Study
REFERENCES
Appendix
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