声明
Abstract
摘要
CONTENTS
Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Overview
2.1.1 The Role of Formal Instruction in SLA
2.1.2 Grammar and Language Learning
2.2 Input Processing Instruction
2.2.1 The Definition of Input
2.2.2 The Functions of Input
2.2.3 Comprehensible Input and Language Learning
2.2.4 VanPatten’s Input Processing Instruction (IP)
2.3 Output-Based Traditional Grammar Instruction
2.3.1 The Definition of Output
2.3.2 The functions of the output
2.3.3 Traditional grammar instruction based on output (TI)
2.4 Previous Empirical Researches at Abroad and Home
2.4.1 Comparative Studies of PI and TI at Abroad
2.4.2 Comparative Studies of PI and TI at home
2.4.3 Some of the Previous Researches on English Participle
2.4.4 Limitations of the Previous Researches
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 The Target Structures
3.3.1 Introduction of English Participle
3.3.2 English Participial Adjectives
3.3.3 Reasons for Selecting English Participle Adjective as the Target Item
3.4 Instruments and Scoring
3.5 Treatments
3.5.1 Traditional Instruction (TI)
3.5.2 Processing Instruction (PI)
3.5.3 The control group
3.6 Interview
3.7 Procedures
Chapter Four Results
4.1 Data Analysis on the Pretest
4.2 Data Analysis on Three Production Tasks
4.3 Data Analysis on Three Interpretation Tasks
4.4 Data Analysis on Durability
4.5 Analysis on the Interview Results
Chapter Five Discussion
5.1 The Effects on the Production Stage
5.2 The Effects on the Interpretation Stage
5.3 The Durability of the Three Groups
5.4 Discussion on the interview
Chapter Six Conclusion
6.1 Major Findings of the Study
6.2 Theoretical Implications
6.4 Limitation of the Study
6.5 Suggestions for Further Research
Appendix
Bibliography
Acknowledgement