声明
摘要
Abstract
List of Tables and Figures
List of Abbreviations
Contents
Chapter One Introduction
1.1 Background of the Study
1.2 Objectives of the Study
1.3 Thesis Structure
Chapter Two Literature Review
2.1 Previous Studies in the West
2.1.1 Definition of Reduced Forms
2.1.2 Source of Reduced forms
2.1.3 Impact of Reduced Forms
2.1.4 Reduced Forms Instruction
2.2 Previous studies in China
2.3 Summary
Chapter Three Theoretical Framework
3.1 Cognitive Explanations on Listening process
3.1.1 Richards’s Bottom-up and Top-down Processing
3.1.2 Anderson’s Three Cognitive Processes
3.1.3 Rost’s Four Mechanisms
3.2 Dual-coding Theory
3.2.1 Definition of Dual-coding Theory
3.2.2 Sub-systems of Dual-coding Theory
3.2.3 Application of Dual-coding Theory
3.3 Noticing hypothesis
3.3.1 The Definition of Noticing Hypothesis
3.3.2 Influencing Factors
3.3.3 Relation of Noticing Hypothesis with SLA and Listening
Chapter Four Research Design
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Pretest and posttest
4.3.2 Training materials
4.4 Procedures
4.5 Data Analysis
Chapter Five Results and Discussion
5.1 Reasons for Adopting the Three Modes of Textual Aids
5.2 Results and Discussion on Three Research Questions
5.2.1 The Effect of Three Modes of Transcript
5.2.2 The Most Effective Mode of Transcript
5.2.3 The Correlation Between Reduced Forms Instruction and Listening Comprehension
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Future Studies
Bibliography
Appendices
Acknowledgments
个人简历
攻读硕士学位期间发表的学术论文