Acknowledgements
摘要
Abstract
Contents
Chapter One Introduction
1.1 Background of the Study
1.2 The Significance and Purpose of the Study
1.3 Framework of the Thesis
Chapter Two Literature Review
2.1 Classification of Errors
2.2 Corrective Feedback
2.2.1 Definition of Corrective Feedback
2.2.2 Classification of Corrective Feedback
2.3 Learner Uptake
2.3.1 Definition of learner uptake
2.3.2 Classification of Learner Uptake
2.4 Theoretical Basis
2.5 Previous empirical Studies at Home and Abroad
2.5.1 Previous Studies Abroad
2.5.2 Previous Studies at Home
2.5.3 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods and Procedure
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interview
3.4 Date Collection
Chapter Four Results and Discussion
4.1 Results of Distributions for Corrective Feedback Types
4.4.1 Distributions of Each Type of Corrective Feedback
4.4.2 Distributions of Corrective Feedback Types for Different Errors
4.2 Results of Distributions for Learners’ Uptake Types
4.2.1 Distributions of Each Type of Learners’Uptake
4.2.1 Distributions of Students’Uptake after Different Corrective Feedback
4.3 Results for Students’Attitudes
4.3.1 Students’Attitudes towards Type of Errors to be Corrected First
4.3.2 Students’Attitudes towards Corrective Feedback
4.3.3 Students’Preferences to Each type of Corrective Feedback
4.4 Results for Teachers’Attitudes
4.5 Discussion
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications of the Study
5.3 Limitations of this Study and Suggestions for Further Research
Bibliography
Appendix
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