| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| 1.Introduction | 第9-12页 |
| ·General research topic | 第9-11页 |
| ·Objectives of the present study | 第11页 |
| ·Organization of the dissertation | 第11-12页 |
| 2.Review of Literature | 第12-32页 |
| ·Rationale of the present study | 第12-15页 |
| ·Research on L2 classroom recasts at home | 第12-13页 |
| ·Research on L2 classroom recasts abroad | 第13-15页 |
| ·Recasts in L2 research | 第15-22页 |
| ·General definition of recasts | 第15-18页 |
| ·Defining characteristics of recasts in L2 acquisition | 第18-19页 |
| ·Potential benefits and limitations of recasts in L2 acquisition | 第19-22页 |
| ·Interaction | 第22-29页 |
| ·Krashen’s input hypothesis, Swain’s output hypothesis and Long’interaction hypothesis | 第22-29页 |
| ·Krashen’s input hypothesis | 第22-24页 |
| ·Swain’s output | 第24-28页 |
| ·Long’s interaction hypothesis | 第28-29页 |
| ·Noticing | 第29-32页 |
| ·Constraints on noticing | 第29-30页 |
| ·Schmidt’s noticing hypothesis | 第30-32页 |
| 3.Research Methodology | 第32-37页 |
| ·Challenges in investigating the relations between interaction, noticing and recast | 第32页 |
| ·Research hypothesis and questions | 第32-33页 |
| ·Method | 第33-35页 |
| ·Participants | 第33-34页 |
| ·Delivery and observation | 第34页 |
| ·Material | 第34-35页 |
| ·Procedure and coding | 第35-37页 |
| ·Identification of corrective feedback | 第35-36页 |
| ·Coding of corrective feedback | 第36-37页 |
| 4.Results | 第37-54页 |
| ·Results of questionnaires | 第37-49页 |
| ·Research question one | 第37-44页 |
| ·Attitudes towards errors | 第39-41页 |
| ·Attitudes towards error corrections | 第41-44页 |
| ·Research question two | 第44-49页 |
| ·Errors to be corrected and method to be employed | 第44-46页 |
| ·The distribution of various feedback | 第46-49页 |
| ·Results of recordings | 第49-51页 |
| ·Research question three | 第49-51页 |
| ·Teachers’preference on feedback in utilization | 第50页 |
| ·The distribution of uptakes | 第50-51页 |
| ·Summary of the results | 第51-54页 |
| 5.Discussion | 第54-65页 |
| ·Research Question one | 第54-60页 |
| ·Learners’individual difference | 第54-58页 |
| ·Arrangement of class | 第58-60页 |
| ·Research Question two | 第60-63页 |
| ·Teacher’s dominance | 第60-61页 |
| ·Negotiation of form and meaning | 第61-63页 |
| ·Research Question three | 第63-65页 |
| ·Drawbacks of recasts | 第63页 |
| ·Features of other corrective feedback | 第63-65页 |
| 6.Conclusions and Future Research | 第65-69页 |
| ·Major findings and implications | 第65-67页 |
| ·Findings and implications embedded in research question one | 第65-66页 |
| ·Findings and implications embedded in research question two | 第66-67页 |
| ·Findings and implications embedded in research question three | 第67页 |
| ·Limitations of this study and suggestions for further research | 第67-69页 |
| References | 第69-77页 |
| Acknowledgements | 第77-78页 |
| Appendix I | 第78-81页 |
| Appendix II | 第81-84页 |
| Appendix Ⅲ | 第84页 |
