| Introduction | 第6-8页 |
| Chapter One SLA in Classroom Setting | 第8-13页 |
| 1.1 Two Settings for SLA | 第8-11页 |
| 1.2 Possessing Consciousness-a Key Feature of Classroom Learners | 第11-13页 |
| ChapterTwo Learners’ConsciousnessinInputandOutput | 第13-29页 |
| 2.1 The Stages of Information Processing in SLA | 第13-15页 |
| 2.2 The Role of Input in SLA | 第15-19页 |
| 2.2.1 Different types of input | 第15-16页 |
| 2.2.2 The role of input in SLA | 第16-19页 |
| 2.3 Learners’ Consciousness as Noticing in Input | 第19-21页 |
| 2.4 The Role of Output in SLA. | 第21-25页 |
| 2.4.1 Different types of output | 第21-22页 |
| 2.4.2 Functions of output in SLA | 第22-24页 |
| 2.4.3 Three measures of oral output | 第24-25页 |
| 2.5 Learners’ Consciousness as Awareness & Control in Output | 第25-29页 |
| Chapter Three Cultivating the Role of Learners’ Consciousness in Classroom Setting | 第29-51页 |
| 3.1 At Input Stage, Meaning-focused or Form-focused | 第30-43页 |
| 3.1.1 Teaching approaches focusing on meaning | 第31-35页 |
| 3.1.2 Teaching approaches focusing on form | 第35-38页 |
| 3.1.3 Integration of meaning and form | 第38-43页 |
| 3.2 Directing Learners’ Consciousness to Output | 第43-51页 |
| 3.2.1 Intake to output: declarative knowledge to procedural knowledge | 第43-46页 |
| 3.2.2 Directing learners’ consciousness to output in reading aloud | 第46-47页 |
| 3.2.3 Directing learners’ consciousness to output through error-correction | 第47-51页 |
| Conclusion | 第51-52页 |
| References | 第52-54页 |
| Abstract (English) | 第54页 |
| Abstract (Chinese) | 第58-60页 |
