声明
List of Abbreviation
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Outline of the Thesis
Chapter 2 Literature Review
2.1 Studies on Written Corrective Feedback
2.1.1 Feedback
2.1.2 Written Corrective Feedback
2.1.3 Focused Written Corrective Feedback and Unfocused Written Corrective Feedback
2.2 Theoretical Foundation of Written Corrective Feedback
2.2.1 Noticing Hypothesis
2.2.2 Output Hypothesis
2.2.3 Interaction Hypothesis
2.3 Review on Previous Studies
2.3.1 Review on Comparative Studies of WCF
2.3.2 Studies on the Effects of Focused and Unfocused Written Corrective Feedback in Improved Writing Accuracy
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Research Design
3.3.1 Choice of Target Grammatical Form
3.2.3 Writing Material
3.2.4 The Methods of Scoring
3.2.4 Research Procedures
3.4 Data Analysis Tools
Chapter 4 Results
4.1 Pretest
4.2 Effects of Different Written Corrective Feedback on the Acquisition of Predicate verbs of High School Students
4.3 Effects of Different Written Corrective Feedback on the Acquisition of Predicate verbs of High-level, Middle-level and Low-level High School Students
4.3.1 Effects on Acquisition of Predicate verbs of High-level Students
4.3.2 Effects on the Acquisition of Predicate verbs of Middle-level Students
4.3.3 Effects on the Acquisition of Predicate verbs of Low-level Students
Chapter 5 Discussion
5.1 The Different Effects of Different Written Corrective Feedback on the Acquisition of Predicate verbs of High School Students
5.2 The Different Effects of Different Written Corrective Feedback on the Acquisition of Predicate verbs of High-level, Middle-level and Low-level High School Students
Conclusion
Research Findings
Pedagogical Implication
Limitations and Suggestions for Future Research
参考文献
Appendix A Results of Individual Subjects
Appendix B详细中文摘要
致谢
湖南大学;
