Acknowledgements | 第5-7页 |
中文摘要 | 第7-9页 |
Abstract | 第9-12页 |
List of Abbreviations | 第19-20页 |
Chapter One Introduction | 第20-26页 |
1.1 Need for the study | 第20-22页 |
1.2 Significance of the study | 第22-24页 |
1.2.1 Theoretical significance | 第22-24页 |
1.2.2 Pedagogical significance | 第24页 |
1.3 Overview of the dissertation | 第24-26页 |
Chapter Two Literature Review:Related Theories | 第26-48页 |
2.1 Task-based language teaching approach | 第26-29页 |
2.1.1 Definition of task | 第27-28页 |
2.1.2 Definition of complexity | 第28-29页 |
2.2 L1 and L2 writing theories | 第29-36页 |
2.2.1 L1 writing theories | 第29-34页 |
2.2.1.1 Flower and Hayes' cognitive process writing model | 第29-30页 |
2.2.1.2 Bereiter and Scardamalia's developmental process writing model | 第30-32页 |
2.2.1.3 Kolleg's task-centered writing model | 第32-34页 |
2.2.2 L2 writing theories | 第34-36页 |
2.3 The limited information-processing theory | 第36-38页 |
2.4 Skehan and Foster's Limited Attentional Capacity Model and Robinson's Cognition Hypothesis | 第38-46页 |
2.4.1 Skehan and Foster's Limited Attentional Capacity Model | 第40-42页 |
2.4.2 Robinson's Cognition Hypothesis | 第42-45页 |
2.4.3 Similarities of the two models | 第45页 |
2.4.4 Differences of the two models | 第45-46页 |
2.5 Summary | 第46-48页 |
Chapter Three Literature Review:Empirical Studies | 第48-75页 |
3.1 Effects of task complexity on learners' performances along resource-dispersing dimension | 第48-58页 |
3.1.1 Studies on oral production | 第49-54页 |
3.1.1.1 The effects of strategic planning on oral production | 第49-52页 |
3.1.1.2 The effects of rehearsal on oral production | 第52-53页 |
3.1.1.3 The effects of within-task planning on oral production | 第53-54页 |
3.1.2 Studies on written production | 第54-58页 |
3.2 Effects of task complexity on learners' performances along resource-directing dimension | 第58-63页 |
3.2.1 Studies on oral production | 第58-60页 |
3.2.2 Studies on written production | 第60-63页 |
3.3 Researches combining both resource-dispersing dimension and resource-directing dimension | 第63-66页 |
3.3.1 Studies on oral production | 第63-65页 |
3.3.2 Studies on written production | 第65-66页 |
3.4 Studies on L2 writing process | 第66-71页 |
3.5 Research Gaps | 第71-75页 |
Chapter Four Methodology | 第75-102页 |
4.1 Research questions | 第75-76页 |
4.2 Pilot study | 第76-84页 |
4.2.1 Methods | 第76-78页 |
4.2.1.1 Participants | 第76-77页 |
4.2.1.2 Writing tasks | 第77页 |
4.2.1.3 Data collection and Data analysis | 第77-78页 |
4.2.2 Results and discussion | 第78-84页 |
4.2.2.1 Effects of number of elements on written linguistic performance | 第78-80页 |
4.2.2.2 Effects of L2 proficienty level on written linguistic performance | 第80-81页 |
4.2.2.3 Interactive effects of task complexity and proficienty level on written performance | 第81-84页 |
4.2.3 Summary of the pilot study | 第84页 |
4.3 Setting | 第84-85页 |
4.4 Participants | 第85-86页 |
4.5 Instruments | 第86-89页 |
4.6 Data collection | 第89-91页 |
4.7 Data ananlysis | 第91-102页 |
4.7.1 Text analysis of compositions | 第91-98页 |
4.7.1.1 Measures of complexity | 第94-97页 |
4.7.1.2 Measures of accuracy | 第97-98页 |
4.7.1.3 Measures of fluency | 第98页 |
4.7.2 Analysis of data from the interview | 第98-102页 |
Chapter Five Results and Discussions:Effects of Task Complexityalong Resource-Directing Dimension on Written Performance | 第102-115页 |
5.1 Effects of task complexity (±few elements) on fluency | 第102-105页 |
5.2 Effects of task complexity (±few elements) on accuracy | 第105-107页 |
5.3 Effects of task complexity (±few elements) on complexity | 第107-110页 |
5.4 L2 learners' attention allocated in writing | 第110-111页 |
5.5 Discussions | 第111-115页 |
Chapter Six Results and Discussions:Effects of Task Complexityalong Resource-Dispersing Dimension on Written Performance | 第115-131页 |
6.1 Effects of task complexity (±planning time) on fluency | 第115-117页 |
6.2 Effects of task complexity (±planning time) on accuracy | 第117-119页 |
6.3 Effects of task complexity (±planning time) on complexity | 第119-121页 |
6.4 L2 learners' strategy use in and attitudes towards pre-task planning | 第121-125页 |
6.4.1 Strategies used in the pre-task planning | 第121-123页 |
6.4.2 L2 learners' attitudes towards pre-task planning | 第123-125页 |
6.5 Discussions | 第125-131页 |
Chapter Seven Results and Discussions:Interactive Effects on Written Performance | 第131-144页 |
7.1 Interactive effects on fluency | 第131-133页 |
7.2 Interactive effects on accuracy | 第133-135页 |
7.3 Interactive effects on complexity | 第135-139页 |
7.4 Discussions | 第139-144页 |
Chapter Eight Conclusion | 第144-152页 |
8.1 Summary of major findings | 第144-146页 |
8.2 Theoretical and pedagogical implications | 第146-149页 |
8.2.1 Theoretical implications | 第147-148页 |
8.2.2 Pedagogical implications | 第148-149页 |
8.3 Limitations and suggestions | 第149-152页 |
References | 第152-171页 |
Appendices | 第171-197页 |
Appendix Ⅰ | 第171-192页 |
Appendix Ⅱ | 第192-193页 |
Appendix Ⅲ | 第193-195页 |
Appendix Ⅳ | 第195-197页 |