| Acknowledgements | 第1-6页 |
| A List of Abbreviations | 第6-7页 |
| 内容摘要 | 第7-10页 |
| Abstract | 第10-20页 |
| Chapter One Clearing the Ground | 第20-36页 |
| ·The Concept of IL | 第20-25页 |
| ·Knowledge Distinction Concerning IL System | 第25-28页 |
| ·The General Purpose of the Present Study | 第28-31页 |
| ·Methodology and Data Collection | 第31-33页 |
| ·General Organization of the Dissertation | 第33-36页 |
| Chapter Two The Study of IL: an overview | 第36-55页 |
| ·Introduction | 第36-37页 |
| ·The First Stage: from 1950s to 1960s | 第37-39页 |
| ·Behaviorism and CA | 第37-38页 |
| ·The Theory of UG | 第38-39页 |
| ·The Second Stage: from 1970s to 1980s | 第39-45页 |
| ·The Monitor Model | 第39-41页 |
| ·Bialystok’s Theory of Explicit and Implicit Knowledge | 第41-42页 |
| ·The Competition Model | 第42-43页 |
| ·McLaughlin’s Information Processing Model | 第43-44页 |
| ·Anderson’s ACT Model | 第44-45页 |
| ·The Third Stage: from 1990s to today | 第45-50页 |
| ·Connectionism | 第45-47页 |
| ·The Processibility Theory | 第47页 |
| ·Schmidt’s Account of Consciousness and Noticing | 第47-49页 |
| ·Long’s Interaction Hypothesis | 第49-50页 |
| ·A Brief Description of the IL Study in China | 第50-52页 |
| ·Summary | 第52-55页 |
| Chapter Three The Requirements of IL Development: input and interaction | 第55-82页 |
| ·Introduction | 第55-56页 |
| ·The Role of Language Input | 第56-59页 |
| ·The More Effective Way for Input Processing | 第59-61页 |
| ·The Dynamic Nature of FT | 第61-65页 |
| ·Effects of Negative Feedback on Language Acquisition Process | 第65-70页 |
| ·Noticing the Information Gap | 第70-72页 |
| ·Salience and Insignificance | 第72-75页 |
| ·Authenticity of Language Data | 第75-80页 |
| ·Summary | 第80-82页 |
| Chapter Four Focus on Form in EFL Classroom Setting | 第82-113页 |
| ·Introduction | 第82-84页 |
| ·The Cognitive Underpinning of Focus on Form | 第84-87页 |
| ·Incidental Focus on Form to Facilitate Cognitive Mapping | 第87-90页 |
| ·Focus on Form through IE | 第90-93页 |
| ·Learner-generated Attention to Linguistic Form | 第93-97页 |
| ·Classroom Constraints on Focus on Form via Corrective Feedback | 第97-102页 |
| ·Focus on Form Instruction in the Consolidation of Constructions | 第102-106页 |
| ·Teachers’Stated Beliefs about Focus on Form and their Classroom Practice | 第106-111页 |
| ·Teaching Context and Participants | 第107页 |
| ·Data Collection | 第107-108页 |
| ·Analyses of the Observational Data to Identify Teachers’Focus on Form Practice | 第108-109页 |
| ·Analyses of the Self-report Data to Identify Teachers’Stated Beliefs about Focus on Form | 第109-110页 |
| ·Results and Implications | 第110-111页 |
| ·Summary | 第111-113页 |
| Chapter Five Consciousness-raising in Grammar Teaching | 第113-141页 |
| ·Introduction | 第113-116页 |
| ·The Concept of Grammar Teaching | 第116-120页 |
| ·EFL Learners’Beliefs about Grammar Teaching | 第120-122页 |
| ·Consciousness during the Process of Comprehension | 第122-125页 |
| ·Developing Metalinguistic Awareness among EFL Learners | 第125-129页 |
| ·Metalinguistic Awareness and Learning Strategy Selection | 第129-133页 |
| ·Participants and Data Collection | 第130-131页 |
| ·Data Analyses and Discussion | 第131-133页 |
| ·Explicit and Implicit Teaching of TL Features | 第133-135页 |
| ·The Role of the Learners’Mother Tongue | 第135-139页 |
| ·Summary | 第139-141页 |
| Chapter Six Accommodating and Restructuring During the Process of IL Development | 第141-161页 |
| ·Introduction | 第141-143页 |
| ·Accommodating and Restructuring | 第143-147页 |
| ·Form-meaning Connections through Formal Instruction | 第147-151页 |
| ·The Acquisition of Collocation and Chunking | 第151-156页 |
| ·The Role of Practice to Enhance Automatization | 第156-160页 |
| ·Summary | 第160-161页 |
| Chapter Seven Task-based Approaches to Developing IL | 第161-191页 |
| ·Introduction | 第161-163页 |
| ·Features and the Underlying Principles in Task Design | 第163-168页 |
| ·Task Implementations in EFL Setting | 第168-172页 |
| ·Addressing Accuracy during Task Performance | 第172-175页 |
| ·Consciousness-raising Tasks in EFL Classroom Setting | 第175-179页 |
| ·Participants, tasks and Procedures | 第176-177页 |
| ·Data Analyses and Findings | 第177-179页 |
| ·Form-focused Tasks in Instructional Material | 第179-183页 |
| ·Integrating Metastrategic Awareness Training into Tasks | 第183-189页 |
| ·Summary | 第189-191页 |
| Chapter Eight Building a Model for IL Development in EFL Setting from the Perspective of Cognitive Psychology | 第191-218页 |
| ·Introduction | 第191-192页 |
| ·A Model for IL Development in EFL Setting from the Perspective of Cognitive Psychology | 第192-197页 |
| ·New Challenges for Instruction in EFL Setting | 第197-216页 |
| ·Text and Task Authenticity for Input and Interaction | 第197-199页 |
| ·Language Corpora to Enrich Reality | 第199-203页 |
| ·Form-focused Tasks with OE and IE | 第203-206页 |
| ·More Technological Assistance for Optimal Learning | 第206-208页 |
| ·The Requirement for Promoting Transfer of Learning | 第208-211页 |
| ·The Requirement for Developing Language Awareness | 第211-213页 |
| ·The Requirement for EFL Teacher Professional Development | 第213-216页 |
| ·Summary | 第216-218页 |
| Chapter Nine Conclusion | 第218-226页 |
| ·Introduction | 第218页 |
| ·A Synopsis of the Dissertation | 第218-220页 |
| ·Implications for Theory and Practice | 第220-223页 |
| ·Limitations of the Research | 第223-224页 |
| ·General Directions for Future Research | 第224-226页 |
| NOTES | 第226-227页 |
| Appendixes | 第227-238页 |
| Appendix A | 第227-228页 |
| Appendix B | 第228-230页 |
| Appendix C | 第230-231页 |
| Appendix D | 第231-232页 |
| Appendix E | 第232-236页 |
| Appendix F | 第236-238页 |
| Bibliography | 第238-256页 |
| 附:任庆梅攻读博士学位期间的主要科研成果一览表 | 第256-258页 |
