声明
Abstract
摘要
Abbreviations
Contents
Chapter 1 Introduction
1．1 Background of the Study
1．2 Significance of the study
1．2．1 Theoretical significance
1．2．2 Pedagogical significance
1．3 Structure of the thesis
Chapter 2 Literature review
2．1 Relevant terms in this study
2．1．1 Definition of task
2．1．2 Task type
2．1．3 Thsk condition
2．2 Indicators of language development in writing
2．3 Relevant research findings aboard
2．3．1 Task and oral performance
2．3．2 Task and written performance
2．4 Relevant research findings at home
2．4．1 Task and oral performance
2．4．2 Task and written performance
2．5 Skehan’s cognitive approach
2．5．1 Skehan’s information-processing model
2．5．2 Dual-coding and memory functioning
2．5．3 Skehan’s task difficulty framework
2．5．4 Skehan’s research on task type and task condition
2．6 Summary
Chapter 3 Research methodology
3．1 Research questions
3．2 Research subjects
3．3 Research Instruments and procedures
3．3．1 The writing tasks
3．3．2 Task difficulty and conditions
3．3．3 The procedure
3．4 Variables
3．5 Data collection
3．6 Data analysis
Chapter 4 Results and Discussion
4．1 The influences of task types on writing production
4．1．1 The influences of task types on the whole quality of writing
4．1．2 The fluency of writing production between the two tasks
4．1．3 The complexity of writing production between the two tasks
4．1．4 The accuracy of writing production between the two tasks
4．2 The effects of task conditions on writing production
4．2．1 The effects of task conditions on fluency of writing production
4．2．2 The effects of task conditions on complexity of writing production
4．2．3 The effects of task conditions on accuracy of writing production
4．3 Discussion of the results
4．3．1 Effects of task type on writing production
4．3．2 Effects of task conditions on writing production
Chapter 5 Conclusions and Pedagogic Implications
5．1 The conclusion of the present study
5．2 Pedagogic Implications
5．3 Limitations and Suggestions for Further Research
References
Appendix
Acknowledgements
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