| 摘要 | 第1-6页 |
| Abstract | 第6-8页 |
| Contents | 第8-10页 |
| List of Tables | 第10-11页 |
| Abbreviations | 第11-12页 |
| Chapter One Introduction | 第12-17页 |
| ·Background of the study | 第12-14页 |
| ·Significance of the study | 第14-15页 |
| ·Organization of the thesis | 第15-17页 |
| Chapter Two Conceptual framework and literature review | 第17-36页 |
| ·"Focus on form" and related theories | 第17-23页 |
| ·Introduction | 第17-19页 |
| ·Information processing model | 第19页 |
| ·The noticing hypothesis | 第19-20页 |
| ·The interaction hypothesis | 第20-21页 |
| ·The concept of "focus on form" and its types | 第21-23页 |
| ·Negotiation in L2 interaction | 第23-27页 |
| ·Introduction | 第23-24页 |
| ·Types of Negotiation | 第24-25页 |
| ·Conversational devices in negotiation | 第25-27页 |
| ·Mediated learning | 第27-30页 |
| ·Introduction | 第27-28页 |
| ·Aspects and forms of mediation for learning | 第28-29页 |
| ·The mediating role of the teacher in learning tasks | 第29-30页 |
| ·Review of empirical studies related to the present study | 第30-36页 |
| ·"Focus on form" and the second language development | 第30-31页 |
| ·Task-related factors and learners' attention to form | 第31-32页 |
| ·Pre-task planning time and learners' attention to form | 第32-33页 |
| ·Pre-task instruction (PTI) and learners' attention to form | 第33-34页 |
| ·Summary and comments | 第34-36页 |
| Chapter Three Research methodology | 第36-44页 |
| ·Research questions | 第36页 |
| ·Variables | 第36-38页 |
| ·Independent variable:PTI and non-PTI | 第36-37页 |
| ·Dependent variable 1:Extent of learners' attention to form | 第37页 |
| ·Dependent variable 2:Learners' correct solutions to linguistic problems attended to | 第37页 |
| ·Dependent variable 3:Quality of learners' cooperative compositions | 第37-38页 |
| ·Participants | 第38页 |
| ·The oral task and material | 第38页 |
| ·The pre-task instruction (PTI) | 第38-40页 |
| ·Procedure | 第40-41页 |
| ·Data collection and analysis | 第41-44页 |
| ·Recording and transcription of task discussions | 第41页 |
| ·Identification and coding of language-related episodes (LREs) | 第41-43页 |
| ·Scoring criteria of cooperative compositions | 第43-44页 |
| Chapter Four Results and discussions | 第44-57页 |
| ·Effects of PTI on the extent of learners' attention to form | 第44-45页 |
| ·Effects of PTI on learners' correct solutions to linguistic problems attended to | 第45-46页 |
| ·Comparison of the quality of cooperative compositions by the two groups | 第46-49页 |
| ·The number of linguistic errors in cooperative compositions by the two groups | 第47页 |
| ·The mean scores of learners' cooperative compositions by the two groups | 第47-49页 |
| ·Discussions with qualitative data supports | 第49-57页 |
| ·PTI and the extent of learners' attention to form | 第49-52页 |
| ·PTI and learners' correct solutions to linguistic problems attended to | 第52-55页 |
| ·"Focus on form" discussion and quality of cooperative compositions | 第55-57页 |
| Chapter Five Conclusion | 第57-62页 |
| ·Major findings of the study | 第57-58页 |
| ·Pedagogical implications of the study | 第58-60页 |
| ·Limitations and suggestions | 第60-62页 |
| References | 第62-70页 |
| Appendix Ⅰ | 第70-71页 |
| Appendix Ⅱ | 第71-72页 |
| Appendix Ⅲ | 第72-73页 |
| Appendix Ⅳ | 第73-74页 |
| Appendix Ⅴ | 第74-75页 |
| Appendix Ⅵ | 第75-78页 |
| Acknowledgements | 第78页 |
