| ABSTRACT | 第3-5页 |
| 摘要 | 第6-11页 |
| LIST OF TABLES AND FIGURES | 第11-12页 |
| Chapter One Introduction | 第12-16页 |
| 1.1 Background of the study | 第12页 |
| 1.2 Purposes and significance of the study | 第12-14页 |
| 1.3 Structure of the study | 第14-15页 |
| 1.4 Summary of the chapter | 第15-16页 |
| Chapter Two Literature Review | 第16-34页 |
| 2.1 Areview on teacher feedback | 第16-19页 |
| 2.1.1 Definitions and classifications of feedback | 第16-17页 |
| 2.1.2 The efficacy of teacher feedback | 第17-18页 |
| 2.1.3 Types of teacher feedback | 第18-19页 |
| 2.2 Areview on noticing and feedback | 第19-26页 |
| 2.2.1 Noticing | 第19-21页 |
| 2.2.2 Noticing and writing | 第21-24页 |
| 2.2.3 Noticing and feedback | 第24-26页 |
| 2.3 Field-independence/dependence cognitive style and English writing | 第26-32页 |
| 2.3.1 An introduction to field-independence/dependence cognitive style | 第26-28页 |
| 2.3.2 Related research on the FI/FD at home and abroad | 第28-31页 |
| 2.3.3 FI/FD cognitive style and English writing | 第31-32页 |
| 2.4 Summary of chapter two | 第32-34页 |
| Chapter Three Theoretical Backgrounds | 第34-44页 |
| 3.1 Theoretical backgrounds on noticing | 第34-39页 |
| 3.1.1 Relevant concepts | 第34-35页 |
| 3.1.2 The Noticing Hypothesis of Schmidt | 第35页 |
| 3.1.3 The role of noticing in SLA | 第35-37页 |
| 3.1.4 The noticing function of output | 第37-39页 |
| 3.2 Theories on field-independence/dependence cognitive style | 第39-43页 |
| 3.2.1 Definitions of FI/FD | 第39-40页 |
| 3.2.2 Characteristics of FI/FD | 第40-42页 |
| 3.2.3 Assessment of FI/FD | 第42-43页 |
| 3.3 Summary of chapter three | 第43-44页 |
| Chapter Four Methodology | 第44-50页 |
| 4.1 Research questions | 第44页 |
| 4.2 Method | 第44-45页 |
| 4.3 Participants | 第45页 |
| 4.4 Instruments | 第45-46页 |
| 4.5 Measurement | 第46-48页 |
| 4.5.1 Types of noticing in writing | 第46页 |
| 4.5.2 Contents and forms of feedback | 第46-47页 |
| 4.5.3 Forms of revision | 第47页 |
| 4.5.4 Writing scoring | 第47-48页 |
| 4.6 Procedures | 第48页 |
| 4.7 Summary of the chapter | 第48-50页 |
| Chapter Five Results and Data Analysis | 第50-72页 |
| 5.1 Descriptive statistics | 第50-53页 |
| 5.1.1 Analysis of noticing, errors and revision on surface and meaning level by FI/FD students | 第50-52页 |
| 5.1.2 Composition scores of FI/FD students | 第52-53页 |
| 5.2 Relations between FI/FD students’ noticing frequency, error and revision effects on different levels and their writing achievement | 第53-56页 |
| 5.2.1 Correlation analysis between noticing, errors and revision on surface level by FI students and their writing achievement | 第53-54页 |
| 5.2.2 Correlation analysis between noticing, errors and revision on meaning level by FD students and their writing achievement | 第54-56页 |
| 5.3 Prediction of FI/FD students’ noticing frequency, errors and revision effects on different levels on their writing achievement | 第56-60页 |
| 5.4 The developmental patterns of FI/FD students’noticing on different levels and writing achievement | 第60-69页 |
| 5.4.1 The overall development of FI/FD students’noticing and writing achievement49 | 第60-62页 |
| 5.4.1.1 The overall development of FI/FD students’noticing | 第60-62页 |
| 5.4.1.2 The overall development of FI/FD students’writing achievement | 第62页 |
| 5.4.2 The individual development of FI/FD students’ noticing and writing achievement | 第62-69页 |
| 5.4.2.1 The individual development of FI/FD students’ noticing on different levels | 第63-65页 |
| 5.4.2.2 The individual development of FI/FD students’writing achievement | 第65-66页 |
| 5.4.2.3 Case analysis of FI/FD students’noticing and writing achievement | 第66-69页 |
| 5.5 Summary of chapter five | 第69-72页 |
| Chapter Six Conclusions and Implications | 第72-76页 |
| 6.1 Asummary of the major findings | 第72-74页 |
| 6.2 Implications for foreign language teaching | 第74-75页 |
| 6.3 Limitations and suggestions for further research | 第75-76页 |
| BIBLIOGRAPHY | 第76-86页 |
| APPENDIX | 第86-94页 |
| ACKNOWLEDGEMENTS | 第94-96页 |
| PUBLISHED PAPERS | 第96页 |
