声明
Table of Contents
Abstract
摘要
List of Abbreviations
List of Tables and Figures
Chapter One Introduction
1．1 Research Background
1．2 Motivation of the Study
1．3 Significance of the Study
1．3．1 Theoretical Significance
1．3．2 Practical Significance
1．4 Organization of the Thesis
Chapter Two Literature Review
2．1 Key Terms
2．1．1 Written Corrective Feedback
2．1．2 English Infinitives
2．2 Theoretical Foundations
2．2．1 Comprehensible Input Hypothesis
2．2．2 Interaction Hypothesis
2．2．3 Noticing Hypothesis
2．3 Studies on Written Corrective Feedback both at Home and Abroad
2．3．1 Studies on Written Corrective Feedback Abroad
2．3．2 Studies on Written Corrective Feedback at Home
2．3．3 Comments OH Previous Studies
Chapter Three Methodology
3．1 Research Questions
3．2 Research Design
3．2．1 Participants
3．2．2 Target Structure
3．2．3 Treatment
3．2．4 Instruments
3．2．5 Data Collection
3．2．6 Data Analysis
Chapter Four Research Results
4．1 The Effects of Different Combined Written Corrective Feedback on Senior High School Students’Learning
4．1．1 Immediate Effects on Senior High School Students’ Learning
4．1．2 Delayed Effects on Senior High School Students’ Learning
4．2 The Efleets of Different Combined Written Corrective Feedback on Higher-achievers’ and Lower-achievers’Learning
4．2．1 Effects on Higher-achievers’Leaming
4．2．2 Effects on Lower-achievers’Learning
Chapter Five Conclusion
5．1 Major Findings
5．2 Pedagogical Implications
5．3 Limitations of the Study and Suggestions for Future Studies
References
Appendixes
攻读学位期间取得的研究成果
Acknowledgements
扬州大学;
