Acknowledgements
Abstract
摘要
Contents
Chapter One Introduction
1．1 Origin of the study
1．2 Importance of correction in classroom teaching
1．3 Objectives of the study
1．4 Significance and necessity of the study
1．5 Organization of the thesis
Chapter Two Literature Review
2．1 Interventional correction
2．1．1 Definition and features of interventional correction
2．1．2 Methods of interventional correction
2．2 Introspective correction
2．2．1 Definition and features of introspective correction
2．2．2 Methods of introspective correction
2．3 Other related studies
2．3．1 Studies abroad
2．3．2 Studies at home
2．4 Theoretical folundations
2．4．1 The input hypothesis and affective filter hypothesis
2．4．2 Nunan’s theory of learner-centeredness
2．4．3 Schmidt’s theory of noticing hypothesis
Chapter Three Research Methodology
3．1 Hypotheses
3．2 Subjects
3．3 Instruments of the study
3．3．1 Translation tests
3．3．2 Aquestionnaire
3．3．3 Verbal report protocols
3．4 Procedure of the study
3．5 Data collection and analysis
3．5．1 Data collection
3．5．2 Data analysis
Chapter Four Results and Discussion
4．1 Results from the quantitative analysis
4．1．1 Effects of interventional correction and introspective correction
4．1．2 Contrastive effects of interventional correction and introspective correction
4．1．3 Relationship between interventional correction and introspective correction
4．2 Results from the qualitative analysis
4．2．1 Interventional correction
4．2．1 Interventional correction
4．2．2 Introspective correction
Chapter Five Conclusion
5．1 Findings of the study
5．2 Discussion of the study
5．3 Implications of the study
5．4 Limitations of the contrastive study
Bibliography
Appendix 1：A questionnaire
Appendix 2：Scoring criterion of CET-6 before the reform(Chinese version)
Appendix 3：Scoring criterion of CET-6 after the reform(Chinese version)
Appendix 4：Pretest questions and references
Appendix 5：Mid-test questions and references
Appendix 6：Final-test questions and references
声明
