| Acknowledgements | 第5-6页 |
| 英文摘要 | 第6页 |
| Chapter 1 Introduction | 第7-10页 |
| Chapter 2 Historical Context for Focus on Form in SLA Research | 第10-19页 |
| 2．1 Theories against Focus on Forms | 第10-12页 |
| 2．1．1 The Input Hypothesis | 第10-11页 |
| 2．1．2 The Zero Option | 第11-12页 |
| 2．1．3 Communication and the Acquisition of Grammar | 第12页 |
| 2．2 Limitations of Focus on Meaning | 第12-15页 |
| 2．2．1 Criticism of the Input Hypothesis | 第13页 |
| 2．2．2 Negative Effects of Communication Strategies | 第13-15页 |
| 2．3 Focus on Form: A New Perspective | 第15-19页 |
| 2．3．1 Dilemma and Resolution | 第15-16页 |
| 2．3．2 Defining Focus on Form | 第16-17页 |
| 2．3．3 Distinctions between Focus on Form/Forms | 第17-19页 |
| Chapter 3 Achieving Focus on Form via Language Tasks | 第19-30页 |
| 3．1 Attention to Form | 第19-25页 |
| 3．1．1 Attentional Requirements of Learning: A General View | 第19-20页 |
| 3．1．2 Attention in Second Language Acquisition | 第20-24页 |
| 3．1．2．1 Noticing | 第20-22页 |
| 3．1．2．2 Attention as Presupposition of Awareness | 第22-24页 |
| 3．1．3 The Tension between Meaning and Form | 第24-25页 |
| 3．2 Achieving Focus on Form via Tasks | 第25-27页 |
| 3．2．1 Advantages and Problems in Task-based Learning | 第25-27页 |
| 3．2．1．1 Justifying Tasks | 第25-26页 |
| 3．2．1．2 Problems with Using Tasks | 第26-27页 |
| 3．3 Integrating Focus on Form and Tasks | 第27-30页 |
| 3．3．1 Critical Review of Previous Proposals | 第27-28页 |
| 3．3．2 Attentional Manipulation: A New Trend | 第28-30页 |
| Chapter 4 Effects of Task Complexity, Task Difficulty and Proficiency Level on Attention to Form | 第30-62页 |
| 4．1 Task Complexity and Task Difficulty | 第30-40页 |
| 4．1．1 Task Complexity | 第30-33页 |
| 4．1．2 Task Difficulty | 第33-35页 |
| 4．1．3 Task Condition | 第35-36页 |
| 4．1．4 Summary of Relevant Research Findings | 第36-40页 |
| 4．1．4．1 Dimensions of Task Complexity | 第36-39页 |
| 4．1．4．2 A Study Integrating Task Complexity and Task Difficulty | 第39-40页 |
| 4．2 The Present Study | 第40-62页 |
| 4．2．1 Research Questions and Hypotheses | 第40-41页 |
| 4．2．2 Method | 第41-44页 |
| 4．2．2．1 Subjects and Research Design | 第41-42页 |
| 4．2．2．2 Tasks | 第42页 |
| 4．2．2．3 Measures Taken | 第42-43页 |
| 4．2．2．4 Data Collection and Analyses | 第43-44页 |
| 4．2．3 Results and Discussion | 第44-62页 |
| 4．2．3．1 Task Complexity and Attention to Form | 第44-50页 |
| 4．2．3．2 Proficiency Level and Attention to Form | 第50-53页 |
| 4．2．3．3 Interactional Effects of Task Complexity and Proficiency Level | 第53-54页 |
| 4．2．3．4 Task Difficulty and Attention to Form | 第54-58页 |
| 4．2．3．5 Task Complexity, Proficiency Level and Task Difficulty | 第58-62页 |
| Chapter 5 Conclusion &Pedagogic Implications | 第62-67页 |
| 5．1 Conclusion | 第62页 |
| 5．2 Pedagogic Implications | 第62-67页 |
| 5．2．1 Implications for Material and Syllabus Design | 第63-65页 |
| 5．2．2 Implications for Teaching Practice | 第65-67页 |
| Bibliography | 第67-75页 |
| Appendix Ⅰ | 第75-78页 |
| Appendix Ⅱ | 第78-82页 |
