摘要 | 第6-7页 |
Abstract | 第7页 |
前言 | 第8-10页 |
Chapter 1 Introduction | 第10-15页 |
1.1 Background of the study | 第10-12页 |
1.2 Significance of the present study | 第12-13页 |
1.3 Organization of the thesis | 第13-15页 |
Chapter 2 Literature Review | 第15-32页 |
2.1 Controversy over form and meaning | 第15-17页 |
2.1.1 Focus on forms | 第15-16页 |
2.1.2 Focus on meaning | 第16-17页 |
2.1.3 Focus on form | 第17页 |
2.2 Focus on form instruction: An overview | 第17-32页 |
2.2.1 Interpretations of focus on form | 第17-19页 |
2.2.2 Theoretical underpinnings of focus on form instruction | 第19-29页 |
2.2.2.1 The Interaction Hypothesis | 第20-24页 |
2.2.2.2 The Noticing Hypothesis | 第24-29页 |
2.2.3 Empirical studies on focus on form | 第29-32页 |
2.2.3.1 Studies on planned vs. incidental focus on form | 第29页 |
2.2.3.2 Studies on reactive vs. pre-emptive focus on form | 第29-31页 |
2.2.3.3 Studies on focus on form instruction at home | 第31-32页 |
Chapter 3 The Present Study | 第32-37页 |
3.1 Research purpose and research questions | 第32-33页 |
3.2 Participants | 第33页 |
3.3 A brief introduction of input materials | 第33-34页 |
3.4 Data collection and data analysis | 第34-37页 |
Chapter 4 Results and Pedagogical Implications | 第37-50页 |
4.1 Results and Discussion | 第37-46页 |
4.1.1 Do groups significantly differ in terms of the number of forms they attend to? Does gender have any influence on the results? | 第37-40页 |
4.1.2 What language forms do learners most commonly address in speaking activities? | 第40-42页 |
4.1.3 In what ways do learners address forms? | 第42-44页 |
4.1.4 What do the forms consist of in terms of their content? | 第44-46页 |
4.2 Pedagogical implications | 第46-50页 |
4.2.1 The role of teachers in FonF instruction | 第46-48页 |
4.2.2 Balance vocabulary and morphosyntax in FonF instruction | 第48页 |
4.2.3 Learning readiness | 第48-50页 |
Chapter 5 Conclusion | 第50-53页 |
5.1 Limitations of the study | 第51-52页 |
5.2 Suggestions for future research | 第52-53页 |
References | 第53-61页 |
Acknowledgements | 第61-62页 |
Appendices | 第62-65页 |