| Abstract | 第8-9页 |
| 摘要 | 第10-12页 |
| List of Abbreviations | 第12-13页 |
| Chapter One Introduction | 第13-15页 |
| 1.1 Research background | 第13页 |
| 1.2 Purpose of the study | 第13-14页 |
| 1.3 Significance of the study | 第14页 |
| 1.4 Structure of the thesis | 第14-15页 |
| Chapter Two Literature Review | 第15-29页 |
| 2.1 Classification of task planning | 第15页 |
| 2.2 Previous studies on writing at home and abroad | 第15-18页 |
| 2.3 Definition and measurement of fluency, accuracy and complexity | 第18-21页 |
| 2.4 Previous studies on task planning at home and abroad | 第21-27页 |
| 2.4.1 Previous studies on task planning and oral output | 第21-25页 |
| 2.4.2 Previous studies on task planning and written output | 第25-27页 |
| 2.5 Summary | 第27-29页 |
| Chapter Three Theoretical Framework | 第29-33页 |
| 3.1 Cognitive models of L2 performance and learning | 第29-30页 |
| 3.1.1 Skehan’s dual-mode system | 第29-30页 |
| 3.1.2 The three dimensions of language output and the trade-off effects | 第30页 |
| 3.2 Information processing theory | 第30-33页 |
| 3.2.1 Limited information processing capacity | 第31-32页 |
| 3.2.2 Controlled processing and automatic processing | 第32-33页 |
| Chapter Four Research Methodology | 第33-44页 |
| 4.1 Research questions | 第33页 |
| 4.2 Participants | 第33页 |
| 4.3 Instruments | 第33-36页 |
| 4.4 Measurement | 第36-39页 |
| 4.5 Task conditions | 第39-40页 |
| 4.6 Research procedures | 第40-43页 |
| 4.7 Date collection and analysis | 第43-44页 |
| Chapter Five Results and Discussion | 第44-56页 |
| 5.1 Effect of different task planning on students’ general writing competence | 第44-46页 |
| 5.2 Effect of different task planning learners’ fluency, accuracy and complexity | 第46-53页 |
| 5.2.1 Effect of pre-task planning, within-task planning and pre-task plus within-taskplanning on learners’ fluency | 第46-48页 |
| 5.2.2 Effect of pre-task planning, within-task planning and pre-task plus within-taskplanning on learners’ accuracy | 第48-50页 |
| 5.2.3 Effect of pre-task planning, within-task planning and pre-task plus within-taskplanning on learners’ complexity | 第50-53页 |
| 5.3 Students’ perceptions of different types of task planning in writing | 第53-56页 |
| 5.3.1 Students’ perceptions of the pre-task planning in writing | 第53-54页 |
| 5.3.2 Students’ perceptions of the within-task planning in writing | 第54页 |
| 5.3.3 Students’ perceptions of the pre-task plus within-task planning in writing | 第54-55页 |
| 5.3.4 Summary | 第55-56页 |
| Chapter Six Conclusion | 第56-60页 |
| 6.1 Major findings | 第56-57页 |
| 6.2 Implications | 第57-58页 |
| 6.3 Limitations and suggestions | 第58-60页 |
| References | 第60-64页 |
| Appendix Ⅰ Pre-test material | 第64-65页 |
| Appendix Ⅱ The Scoring Principles and Criteria for Senior High School | 第65-67页 |
| Appendix Ⅲ Written Narrative Task | 第67-69页 |
| Appendix Ⅳ Post-test material | 第69-70页 |
| Appendix Ⅴ Instructions given to the participants in each group | 第70-71页 |
| Appendix Ⅵ Questionnaire | 第71-72页 |
| Appendix Ⅶ Writing samples of writing | 第72-78页 |
| Acknowledgements | 第78页 |
