声明
Abstract
摘要
Table of Contents
List of Tables
List of Figures
Chapter Ⅰ Introduction
1．1 Background
1．2 Purpose and significance of the thesis
1．3 Organization of the thesis
Chapter Ⅱ Literature Review
2．1 Written Corrective Feedback(WCF)
2．1．1 Definition of WCF
2．1．2 Controversies on the effectiveness of WCF
2．1．3 Types of WCF
2．2 Theoretical foundation
2．2．1 Process Writing Approach
2．2．2 Input and Interaction Hypothesis
2．2．3 Output and Noticing Hypothesis
2．3 Studies on grammatical competence in writing
2．4 Summary
3．1 Research design
3．1．1 Research questions
3．1．2 Subjects
3．1．3 Instruments
3．2 Research procedures
3．3 Data collection and analysis
Chapter Ⅳ Results and Discussion
4．1．2 Comparison between pre-test and post-test of Class A on low-level students
4．1．3 Discussion
4．2．1 Comparison between pre-test and post-test of Class B on high-level students
4．2．2 Comparison between pre-test and post-test of Class B on low-level students
4．2．3 Discussion
4．3 The effect of two types of focused WCF
4．3．1 Comparison of post-test among Class A，B on high-level students
4．3．2 Comparison of post-test among Class A，B on low-level students
4．3．3 Discussion
4．4 Attitude towards teachers’ WCF
4．4．1 Students’ attitudes towards teachers WCF
4．4．2 Students’ reactions and perceptions on WCF
4．4．3 Students’ preferences and expectations of feedback forms
4．4．4 Discussion
Chapter Ⅴ Conclusion
5．1 Major findings
5．2 Implications of the study
5．3 Limitations of the present study and suggestion for future study
Bibliography
Appendix
Papers Published during MA Program
Acknowledgments
