| 摘要 | 第3-5页 |
| Abstract | 第5-6页 |
| Abbreviations | 第8-13页 |
| Chapter One Introduction | 第13-19页 |
| 1.1 Research background | 第13-15页 |
| 1.2 Motivation | 第15-16页 |
| 1.3 Research questions | 第16页 |
| 1.4 Purpose | 第16-17页 |
| 1.5 Significance | 第17页 |
| 1.6 Outline | 第17-19页 |
| Chapter Two Literature Review | 第19-34页 |
| 2.1 Corrective feedback | 第19-20页 |
| 2.1.1 Definition of feedback | 第19页 |
| 2.1.2 Definition of corrective feedback | 第19-20页 |
| 2.2 Teachers’ beliefs | 第20-22页 |
| 2.2.1 Definitions of teachers’ beliefs | 第20-21页 |
| 2.2.2 Teacher beliefs and their teaching practice | 第21-22页 |
| 2.2.3 Teacher beliefs about CF | 第22页 |
| 2.3 Defining novice and experienced feachers | 第22-23页 |
| 2.4 Theoretical framework | 第23-29页 |
| 2.4.1 Vygotsky’s Zone of Proximal Development | 第23页 |
| 2.4.2 Noticing hypothesis | 第23页 |
| 2.4.3 Output hypothesis | 第23-24页 |
| 2.4.4 Interaction hypothesis | 第24页 |
| 2.4.5 Language errors | 第24-26页 |
| 2.4.5.1 Definition of error | 第25页 |
| 2.4.5.2 Linguistic targets of errors | 第25-26页 |
| 2.4.6 Types of corrective feedback | 第26-28页 |
| 2.4.7 Long’s model of decision making process prior to teacher feedback | 第28-29页 |
| 2.5 Historical overview | 第29-31页 |
| 2.5.1 Research on corrective feedback(CF) abroad | 第29-30页 |
| 2.5.2 Research on corrective feedback(CF) at home | 第30-31页 |
| 2.6 Related studies | 第31-34页 |
| Chapter Three Methodology | 第34-46页 |
| 3.1 Research context | 第34-35页 |
| 3.2 Participants | 第35-38页 |
| 3.3 Research instruments | 第38-43页 |
| 3.3.1 Classroom observation | 第38-40页 |
| 3.3.2 Stimulated recall | 第40-41页 |
| 3.3.3 Semi-structured interview | 第41-43页 |
| 3.3.3.1 Pre-observation interview | 第42页 |
| 3.3.3.2 Post-observation interview | 第42-43页 |
| 3.4 Data collection procedures | 第43-45页 |
| 3.5 Data analysis | 第45-46页 |
| Chapter Four Results and Discussion | 第46-103页 |
| 4.1 Introduction | 第46-47页 |
| 4.2 Case studies | 第47-91页 |
| 4.2.1 Case study 1: novice teacher Cathy | 第47-58页 |
| 4.2.1.1 Introducing Cathy | 第47-48页 |
| 4.2.1.2 Cathy’s stimulated recall | 第48页 |
| 4.2.1.3 Cathy’s beliefs about CF | 第48-53页 |
| 4.2.1.4 Cathy’s classroom practice of CF | 第53-57页 |
| 4.2.1.5 A comparison of Cathy’s beliefs and practice | 第57-58页 |
| 4.2.2 Case study 2: novice teacher Elise | 第58-70页 |
| 4.2.2.1 Introducing Elise | 第58-59页 |
| 4.2.2.2 Elise’s stimulated recall | 第59-60页 |
| 4.2.2.3 Elise’s beliefs about CF | 第60-64页 |
| 4.2.2.4 Elise’s classroom practice of CF | 第64-68页 |
| 4.2.2.5 A comparison of Elise’s beliefs and practice | 第68-70页 |
| 4.2.3 Case study 3: experienced teacher Emily | 第70-82页 |
| 4.2.3.1 Introducing Emily | 第70-72页 |
| 4.2.3.2 Emily’s stimulated recall | 第72页 |
| 4.2.3.3 Emily’s beliefs about CF | 第72-76页 |
| 4.2.3.4 Emily’s classroom practice of CF | 第76-80页 |
| 4.2.3.5 A comparison of Emily’s beliefs and practice | 第80-82页 |
| 4.2.4 Case study 4: experienced teacher Shally | 第82-91页 |
| 4.2.4.1 Introducing Shally | 第82-83页 |
| 4.2.4.2 Shally’s stimulated recall | 第83页 |
| 4.2.4.3 Shally’s beliefs about CF | 第83-87页 |
| 4.2.4.4 Shally’s classroom practice of CF | 第87-90页 |
| 4.2.4.5 A comparison of Shally’s beliefs and practice | 第90-91页 |
| 4.3 Cross-case Analysis | 第91-103页 |
| 4.3.1 The four participants’ practices of CF | 第92-96页 |
| 4.3.1.1 The types of CF that four teachers used in their four observed classes | 第92-94页 |
| 4.3.1.2 The linguistic target of CF that novice and experienced teachers focused on | 第94-96页 |
| 4.3.2 Novice and experienced teachers’ CF beliefs | 第96-103页 |
| 4.3.2.1 The first issue: the necessity of CF | 第96-97页 |
| 4.3.2.2 The second issue: the timing of CF | 第97页 |
| 4.3.2.3 The third issue: the linguistic target of CF focus on | 第97-98页 |
| 4.3.2.4 The fourth issue: CF strategies | 第98页 |
| 4.3.2.5 The fifth issue: the performer of CF | 第98-99页 |
| 4.3.2.6 Knowledge of students and corrective feedback practices | 第99页 |
| 4.3.2.7 The relationship of novice and experienced teachers’ belief and practice | 第99-103页 |
| 4.3.2.7.1 The convergence of novice and experienced teachers’ belief and practice | 第100页 |
| 4.3.2.7.2 The divergence of novice and experienced teachers’ belief and practice | 第100-103页 |
| Chapter Five Conclusion | 第103-112页 |
| 5.1 Summary of the research | 第103-104页 |
| 5.2 Major findings | 第104-109页 |
| 5.2.1 Novice and experienced teachers’ practices of CF | 第104-105页 |
| 5.2.2 Novice and experienced teachers’ perceptions on CF | 第105-107页 |
| 5.2.3 The relationship between novice and experienced teachers’ beliefs practices | 第107-109页 |
| 5.2.3.1 The convergence between novice and experienced teachers’ beliefs and practices | 第107-108页 |
| 5.2.3.2 The divergence between novice and experienced teachers’ beliefs and practices | 第108-109页 |
| 5.3 Implications of the research | 第109-111页 |
| 5.4 Limitations and suggestions of the research | 第111-112页 |
| Acknowledgements | 第112-113页 |
| References | 第113-119页 |
| Appendices | 第119-130页 |
