ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
LIST OF TABLES
LIST OF FIGURES
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Definition of Novice and Proficient Teacher
2.2 Error
2.2.1 Definition of Error
2.2.2 Clarification of Error
2.3 Oral Corrective Feedback
2.3.1 Definition of Oral Corrective Feedback
2.3.2 Types of Oral Corrective Feedback
2.3.3 Previous Studies on Oral CF at Home and Abroad
2.4 Teachers’ Beliefs
2.4.1 Definition of Teachers’ Beliefs
2.4.2 Previous Studies on Teachers’ Beliefs and Practices at Home and Abroad
2.5 Theoretical Basis of Oral CF
2.5.1 The Noticing Hypothesis
2.5.2 Interaction Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.3.3 Stimulated Recall
3.4 Treatment
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Teachers’ Stated Beliefs about Oral Corrective Feedback
4.1.1 Elena’s Beliefs about Oral Corrective Feedback
4.1.2 Mary’s Beliefs about Oral Corrective Feedback
4.2 Teachers’ Practices about Oral Corrective Feedback
4.2.1 Elena’s Practices about Oral Corrective Feedback
4.2.2 Mary’s Practices about Oral Corrective Feedback
4.3 Relationship between Teachers’ Stated Beliefs and Practices about Oral Corrective Feedback
4.3.1 Elena’s Stated Beliefs versus Observed Practices
4.3.2 Mary’s Stated Beliefs versus Observed Practices
4.3.3 Summary
Chapter Five Conclusion
5.1 Major Findings of the Study
5.1.1 Teachers’ Stated Beliefs about Oral Corrective Feedback
5.1.2 Teaehers’ Observed Practices about Oral Corrective Feedback
5.1.3 The Relationship between Teachers’ Beliefs and Practices about Oral Corrective Feedback
5.2 Implications
5.3 Limitations of the Study and Suggestions for Future Studies
REFERENCES
APPENDICES
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