认知心理视域下的英语课堂反馈研究

Table of Contents

CHAPTER 1 INTRODUCTION

1．1 Form—focused Instruction

1．2 Feedback and Second Language Learning

1．3 Definition and Terminology

1．4 Research Questions

1．5 Outline

CHAPTER 2 THEORE丁ICAL FRAMEWORK ON THE ROLEOF FEEDBACKⅡN SLA

2．1 The Role of Input and Output in SLA

2．1．1 Definition ofTypes of Evidence

2．1．2 Krashen'S Input Hypothesis

2．1．3 Swain'S Output Hypothesis

2．1．4 Psycholinguistic Rationale for the Output Hypothesis

2．2 Attention,Awareness,and the Noticing Hypothesis

2．2．1 Schmidt'S Noticing Hypothesis

2．2．2 Conditions for''Noticing"and the Role of Instruction

2．3 Feedback and Its Functions in Second Language Acquisition

2．3．l Feedback Classification

2．3．2 Types ofEvidence that Feedback Provides

2．4 Theoretical Framework on the Relative Efficacy of Feedback

2．4．1 The Interaction Hypothesis

2．4．2 Anderson'S ACT Theory

2．4．3 Alternative Theories ofLanguage Representation

2．4．4 Skehan'S Dual—Mode System Hypothesis

2．4．5 Pedagogical Implications of the Dual．Mode System Hypothesis

2．4．6 The Distinct Functions ofRecasts and Prompts

Summary

CHAPTER 3 OBERSERVATⅡ0NAL STUDHES ON FEEDBACK

3．1 Classroom Observational Studies on Feedback

3．2 Feedback Studies in Foreign Language Context

3．3 An Observational Study on Feedback and Uptake in Chinese EFL Classrooms

3．3．1 Research Questions

3．3．2 Research Methodology

3．3．3 Results

3．3．4 Discussion

3．3．5 Conclusion

CHAPTER 4 EMPRCAL STUDIES OF CORRECTIVEFEEDBACK

4．1 GeneraI Eccct ofFeedback in SLA

4．2 Empirical Studies on the Relative Efficacy of Feedback

4．2．1 The Effect of Recasts in Second Language Learning

4．2．2 Relative Efficacy of Recasts in Comparison with Other Feedback Types

4．2．3 Differential Effects in Relation to GrammaticalStructures

4．3 Summary ofEmpirical Studies on Feedback

4．4 Rationale ofthe StudV

4．5 Research Questions and Hypotheses

Summary

CHAPTER 5 METHODOLOGLY

5．1 Research Design and Procedure

5．1．1 Research Design

5．1．2 Research Procedure

5．2 Research Context

5．2．1 Participating Teachers

5．2．2 Participating Students

5．2．3 Operationalizations

5．2．4 Target Structure

5．3 Treatment Instruments and Procedures

5．3．1 neatment Instruments

5．3．1．1 Dictogloss Activity

5．3．1．2 Question andAnswerActivity

5．3．1．3 Picture—cuedNarrativeActivity

5．3．2 Trcatment Procedures

5．3．2．1 Instructions for the Prompt Group Teacher

5．3．2．2 Instructions for the Recast Group Teacher

5．3．2．3 Instructions for the Control Group Teacher

5．3．3 Testing Instruments and Procedures

5．3．3．1 The Oral Tcst Session

5．3．3．2 TheWritten Tcst Session

5．3．3．3 Questionnaire

5．4 The Scoring Procedure

5．5 Inter-rater Reliability

Summary

CHAPTER 6 ANALYSIS AND RSUL

6．1 Analysis of Classroom Transcripts

6．1．1 Coding Categories and Procedures

6．1．2 Results ofthe Analysis ofClassroom Transcripts

……

CHAPTER 7 DISCUSSION AND CONCLUSION

REFERENCES

APPENDICES

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