封面
声明
中文摘要
英文摘要
目录
List of Tables
List of Figures
Introduction
Chapter One Literature Review
1.1 Phonological Errors, Corrective Feedback and Student Uptake
1.2 Studies on the Effectiveness of Corrective Feedback and Student Uptake
Chapter Two Theoretical Framework
2.1 Interlanguage and Fossilization
2.2 The Comprehensible Input Hypothesis
2.3 The Interaction Hypothesis
2.4 The Noticing Hypothesis
2.5 The Comprehensible Output Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Teaching Context
3.3 Participants
3.4 Instruments
3.5 Data Collection
3.6.1Analysis of Data from Classroom Observations
Chapter Four Results
4.1 Results from Classroom Observations
4.2 Results from the Experimental Study
Chapter Five Discussion
5.1 Corrective Feedback Moves Preferred by Teachers
5.2 The Effectiveness of Corrective Feedback Moves in Pronunciation Learning
Chapter Six Implications
6.1 Pedagogical Implications
6.2 Implications for Future Research
Conclusions
Major findings of the Study
Limitations of the Present Study
Works Cited
Acknowledgements
Appendix A:The Little Match-Girl
Appendix B:Pronunciation Test
Appendix C:Transcription Conventions
Informative Abstract in Chinese
Résuméand Publications since Entering the Program