文摘
英文文摘
独创性声明和关于论文使用授权的说明
ACKNOWLEDGEMENTS
Chapter 1 Introduction
1.1 Different Approaches to Conceptualizing CSs
1.1.1 The Traditional View
1.1.2 Tarone's Interactional Perspective
1.1.3 Canale's Extended Concept
1.1.4 Psychological Approaches to Conceptualizing CSs
1.1.5 Poulisse's Speech-production Model
1.2 Defining CSs
1.2.1 Problem-orientedness
1.2.2 Consciousness
1.3 Inventory and Classifications of CSs
1.4 Empirical research
1.4.1 A Pedagogical Perspective on CSs
1.4.2 Communicative Effectiveness of Various Types of CSs
1.4.3 Effects of Different Variables on CSs Use
Chapter 2 Research Design
2.1 Purpose of the Study
2.2 Method
2.2.1 Subjects
2.2.2 Tasks
2.2.3 Procedures
Chapter 3 Results and Discussion
3.1 Taxonomy
3.2 Data Analysis
3.3 Effects of Language Proficiency on CSs Use
3.3.1 Effects of Language Proficiency on CSs Totals
3.3.2 Effects of Language Proficiency on Types of CSs
3.4 Effects of Task Type on CSs Use
3.4.1 Effects of Task Type on CSs Totals
3.4.2 Effects of Task Type on Topic Avoidance
3.4.3 Effects of Task Type on Circumlocution and Approximation
3.4.4EffectsofTaskTypeonMessageAbandonmentandSelf-Repair
3.4.5 Effects of Task Type on L1-based Strategies
3.4.6 Effects of Task Type on Paralinguistic Strategies
3.5 Concrete and Abstract Concepts
3.6 Subjects'Patterns of CSsUse
Chapter 4 Conclusions
4.1 Major findings of the study
4.2 Pedagogical Implications
4.2. 1 Benefits of CSs Teaching
4.2.2 Implications
4.3 Limitations and Suggestions for Future Research
References
作者在读期间科研成果简介