声明
Table of Contents
Abstract
摘要
List of Tables
List of Abbreviations
Chapter One Introduction
1．1 General description of the research
1．2 Background of the research
1．3 Significance of the research
1．4 Layout of the thesis
Chapter Two Literature Review
2．1 Key terms
2．1．1 Written corrective feedback
2．1．2 Model compositions
2．2 Theoretieal foundations
2．2．1 Input Hypothesis
2．2．2 Comprehensible Output Hypothesis
2．2．3 Noticing Hypothesis
2．3 Related studies at home and abroad
2．3．1 Previous studies on models abroad
2．3．2 Previous studies on models at home
2．3．3 Evaluation of previous studies
Chapter Three Methodology
3．1 Research questions
3．2 Participants
3．3 Procedure
3．4 Instruments
3．4．1 Compositions
3．4．2 Sheets
3．4．3 Models
3．4．4 Questionnaires
3．5 Data collection
3．6 Data analysis
Chapter Four Results and Discussion
4．1The noticed language features during the composing stage
4．1．1 Noticing of PFNs in the writing stage
4．1．2 Effects of proficiency on noticing
4．1．3 Effects of treatment on noticing at each proficiency level
4．2 Noticing in comparing the model texts with students’ compositions
4．2．1 Noticing of FNs in comparing stage
4．2．2 Effects of proficiency on noticing
4．2．3 Effects of treatment on noticing at each proficiency level
4．3 The effects of Stage 1 and Stage 2 noticing on the subsequent revision
4．3．1 Solvable PFNs among groups
4．3．2 Incorporation of solvable PFNs among groups
4．3．3 Effects of proficiency on solvable PFNs of incorporation
4．3．4 Effects of treatment at each proficiency level
4．4 Students’ attitudes and task performance
4．4．1 Participants’ attitude towards models
4．4．2 Effects of attitude on incorporation
Chapter Five Conclusion
5．1 Major findings
5．2 Implications for language teaching
5．3 Limitations and suggestions for future studies
Reference
Appendixes
攻读学位期间取得的研究成果
Acknowledgements
扬州大学;
