| Acknowledgement | 第1-5页 |
| 中文摘要 | 第5-10页 |
| Abstract | 第10-18页 |
| List of Figure | 第18-19页 |
| List of Table | 第19-20页 |
| List of Abbreviati | 第20-22页 |
| Chapter 1 Second Language Acquisition/Pedagogy Research: The Task-based Approach | 第22-42页 |
| ·Introduction | 第22页 |
| ·Defining “task” | 第22-25页 |
| ·Classification of tasks | 第25-30页 |
| ·Background of the research: taking communication to tasks—recent trends in language teaching | 第30-32页 |
| ·The siren call of the task: attractions of tasks and reservations about the capacity of tasks | 第32-37页 |
| ·The significance of this research | 第37-40页 |
| ·The overall structure of the dissertation | 第40-42页 |
| Chapter 2 Literature Review and Theoretical Framework: Output, Cognitive Process and Second Language Acquisition | 第42-73页 |
| ·Introduction | 第42页 |
| ·Cognitive approach to language learning | 第42-49页 |
| ·Skehan’s fundamental concepts and claims | 第43-46页 |
| ·Some Comments | 第46-47页 |
| ·Problems with the cognitive approach | 第47-49页 |
| ·Swain’s Output hypothesis | 第49-58页 |
| ·Functions of output and psycholinguistic mechanisms of the output hypothesis | 第49-53页 |
| ·Empirical studies of output hypothesis | 第53-56页 |
| ·Unresolved questions | 第56-58页 |
| ·Cognitive process of comprehension and production | 第58-69页 |
| ·Speech comprehension process and language acquisition | 第58-61页 |
| ·Speech production processes | 第61-69页 |
| ·Levelt’s speech production model | 第61-64页 |
| ·Skill acquisition theories and the development of fluency in production | 第64-66页 |
| ·Robinson’s cognition hypothesis | 第66-69页 |
| ·A conceptual framework of the present study | 第69-72页 |
| ·Summary | 第72-73页 |
| Chapter 3 Research Design | 第73-103页 |
| ·Introduction | 第73页 |
| ·Tasks, goals, research questions and hypotheses | 第73-76页 |
| ·Measuring language acquisition and performance | 第76-79页 |
| ·Experiment 1 | 第79-84页 |
| ·Subjects | 第79页 |
| ·Tasks and material | 第79-82页 |
| ·Procedure | 第82-83页 |
| ·Data-analysis | 第83-84页 |
| ·Experiment 2 | 第84-90页 |
| ·Subjects | 第84-85页 |
| ·Treatment and procedures | 第85-87页 |
| ·Data-collection and data-analysis | 第87-90页 |
| ·Cognitive processes and cognitive development in output | 第90-101页 |
| ·Think-aloud and interviews | 第90-97页 |
| ·Restructuring as a process in L2 development | 第91-93页 |
| ·Classification of the think-aloud protocols | 第93-96页 |
| ·The Validity and reliability of the protocol data | 第96-97页 |
| ·Text analysis of the compositions | 第97-101页 |
| ·Cognitive skills in writing | 第97-100页 |
| ·Data collection and analysis | 第100-101页 |
| ·Summary | 第101-103页 |
| Chapter 4 Experiment 1: Results and Discussions | 第103-120页 |
| ·Introduction | 第103页 |
| ·Results of pretests, posttest 1 and posttest 2 | 第103-104页 |
| ·Findings from the comparison | 第104-106页 |
| ·Discussion | 第106-117页 |
| ·The acquisition of new words of each group | 第106-111页 |
| ·Discussion of Hypothesis 1 | 第111-113页 |
| ·Discussion of Hypothesis 2 | 第113-115页 |
| ·Discussion of Hypothesis 3 | 第115-117页 |
| ·Conditions affecting acquisition of new words in output tasks and their pedagogic implications | 第117-119页 |
| ·Summary | 第119-120页 |
| Chapter 5 Experiment 2: Results and Discussions | 第120-137页 |
| ·Introduction | 第120页 |
| ·Results of reading posttest | 第120页 |
| ·Results of writing posttest | 第120-128页 |
| ·The comparison of overall scores of writing test | 第120-121页 |
| ·Fluency, complexity and accuracy of performance and linguistic development | 第121-128页 |
| ·The influence of task type on learners’performance | 第121-123页 |
| ·The influence of task practice on performance | 第123-124页 |
| ·Analysis of linguistic development in terms of fluency, accuracy and complexity | 第124-128页 |
| ·Discussion | 第128-135页 |
| ·Interpretation of the results of reading posttest and Hypothesis 4 | 第128-130页 |
| ·Interpretation of the results of writing posttest and Hypothesis 5 | 第130-132页 |
| ·The effects of production tasks on language development | 第132-135页 |
| ·Summary | 第135-137页 |
| Chapter 6 Cognitive Processes and Cognitive Development in Output | 第137-156页 |
| ·Introduction | 第137页 |
| ·Analysis of think-aloud protocol | 第137-147页 |
| ·Quantitative protocol analysis | 第137-140页 |
| ·Qualitative protocol analysis | 第140-144页 |
| ·Discussion: restructuring and strategy use in writing tasks and Hypothesis 6 | 第144-147页 |
| ·Product-based analysis /Text analysis of the compositions | 第147-153页 |
| ·Comparison of cognitive skills of comprehension group and production group in posttest | 第147-150页 |
| ·A longitudinal comparison of use of cognitive skills in compositions | 第150-151页 |
| ·Discussion: cognitive development in L2 production and Hypothesis 7 | 第151-153页 |
| ·Summary | 第153-156页 |
| Chapter 7 A Survey of Application of Output Tasks in English Curricula | 第156-182页 |
| ·Introduction | 第156页 |
| ·Requirements of productive skills and language use in the curricula | 第156-159页 |
| ·Requirements of productive skills and knowledge in the syllabi | 第156-157页 |
| ·The new curricula in China and English language teaching reform | 第157-159页 |
| ·Output tasks in textbooks | 第159-165页 |
| ·The Framework of Evaluation and comparison | 第159-160页 |
| ·Data Collection and analysis | 第160-162页 |
| ·Results | 第162-163页 |
| ·Discussion | 第163-165页 |
| ·The silent Chinese students in the classroom | 第165-170页 |
| ·The Mainstream EFL Style in China | 第165-166页 |
| ·Teacher Talk and students’participation pattern in English Classes:some empirical studies | 第166-168页 |
| ·The cultural explanation of silent Chinese students in American classrooms: 3 case studies | 第168-170页 |
| ·Output tasks in examinations | 第170-174页 |
| ·The weight of output items and language use in large-scale examinations in China | 第170-172页 |
| ·Problems found in the output tasks in the exams | 第172-174页 |
| ·Implications and suggestions for English curriculum design and implementation | 第174-180页 |
| ·Syllabus | 第175-176页 |
| ·Textbook | 第176-177页 |
| ·Classroom teaching | 第177-179页 |
| ·Language Tests | 第179-180页 |
| ·Summary of Hypothesis 8 | 第180-182页 |
| Chapter 8 Conclusion | 第182-197页 |
| ·Introduction | 第182页 |
| ·Main findings | 第182-184页 |
| ·Contributions of this investigation | 第184-192页 |
| ·Theoretical significance | 第184-188页 |
| ·A model of the roles of output in L2 acquisition process | 第185-186页 |
| ·Reexamining the existing theories of second language acquisition | 第186-188页 |
| ·Pedagogical implications | 第188-191页 |
| ·Output-oriented instruction and TBLT | 第188-189页 |
| ·Intervening in learners’output-processing | 第189-191页 |
| ·Methodological significance | 第191-192页 |
| ·Exploring the role of output in SLA with experiments | 第191-192页 |
| ·Think-aloud technique and text analysis approaches | 第192页 |
| ·Limitations | 第192-195页 |
| ·The purely cognitive framework | 第192页 |
| ·Limitations and future directions of Experiment 1 | 第192-194页 |
| ·The limitations of Experiment 2 | 第194-195页 |
| ·Recommendations for future research | 第195-197页 |
| ·Theoretical aspects | 第195-196页 |
| ·Pedagogical aspects | 第196-197页 |
| References | 第197-212页 |
| Appendix 1 Writing tasks | 第212-213页 |
| Appendix 2 The 4 Treatment tasks and the Reading Posttest | 第213-227页 |
| Appendix 3 Think-aloud Protocol of 53 | 第227-229页 |
| Appendix 4 Sample Compositions | 第229-230页 |
