| 摘要 | 第1-7页 |
| Abstract | 第7-14页 |
| Introduction | 第14-17页 |
| Chapter One Literature Review | 第17-27页 |
| ·The Input Hypothesis | 第17-19页 |
| ·The Affective Filter Hypothesis | 第19-20页 |
| ·Defects of Input Hypothesis | 第20-22页 |
| ·Relationship between input and output | 第22-25页 |
| ·Significance of the study of output | 第25-27页 |
| Chapter Two Functions of Output in SLA | 第27-44页 |
| ·Communicative language teaching | 第27-32页 |
| ·The development of the notion of communicative competence | 第27-30页 |
| ·Features and principles of communicative approach | 第30-32页 |
| ·Swain' study of output | 第32-37页 |
| ·Output Hypothesis | 第32-33页 |
| ·Three functions of output | 第33-37页 |
| ·The noticing/triggering function | 第33-34页 |
| ·Hypothesis testing function | 第34-36页 |
| ·Metalinguistic function | 第36-37页 |
| ·Gass's study of output | 第37-39页 |
| ·Feedback provision | 第37-39页 |
| ·Automaticity development | 第39页 |
| ·Skehan's study of output | 第39-44页 |
| ·Better input generation | 第40页 |
| ·Syntactic process involvement | 第40-41页 |
| ·Discourse skills development | 第41页 |
| ·Personal voice development | 第41-44页 |
| Chapter Three Understanding Functions of Output From the Perspective of Constructivism | 第44-61页 |
| ·Theories of constructivism | 第44-52页 |
| ·Piaget's constructivism views | 第44-48页 |
| ·Vygotsky's Zone of Proximal Development | 第48-49页 |
| ·Bruner's Discovery Learning | 第49-50页 |
| ·Kelly's Personal Construction | 第50-52页 |
| ·Teaching-models of constructivism | 第52-54页 |
| ·Cooperative teaching | 第52页 |
| ·Task-based teaching | 第52-53页 |
| ·Situated teaching | 第53页 |
| ·Scaffold teaching | 第53-54页 |
| ·Understanding functions of output in SLA from the perspective of constructivism | 第54-61页 |
| ·More chances of recommendation provision | 第54-56页 |
| ·Improvement from other-regulation to self-regulation | 第56-57页 |
| ·Transformation from declarative knowledge to procedural knowledge | 第57-59页 |
| ·Scaffold provision | 第59页 |
| ·Best choice to conduct the teaching-models of constructivism | 第59-61页 |
| Chapter Four Creating Optimal Contexts for Output | 第61-70页 |
| ·Concept of task-based collaborative teaching | 第61-67页 |
| ·Task | 第62-65页 |
| ·Interaction | 第65-67页 |
| ·Rationale for task-based collaborative teaching | 第67-68页 |
| ·Constructivism | 第67页 |
| ·Communicative approach | 第67页 |
| ·Humanism | 第67-68页 |
| ·Significance of task-based collaborative teaching | 第68-70页 |
| ·Enhancing consciousness of output | 第68-69页 |
| ·Providing chances of output | 第69页 |
| ·Refining environment of output | 第69-70页 |
| Chapter Five The Experimental Study | 第70-79页 |
| ·Purpose of the study | 第71页 |
| ·Subjects | 第71-72页 |
| ·Design of experiments | 第72页 |
| ·Instruments | 第72-73页 |
| ·Procedures of experiment | 第73页 |
| ·Results and discussion | 第73-79页 |
| ·Questionnaire results | 第73-76页 |
| ·Output attitude | 第74-75页 |
| ·Output confidence | 第75页 |
| ·Output practice | 第75-76页 |
| ·Output ability | 第76页 |
| ·Results of tests | 第76-79页 |
| Conclusion | 第79-82页 |
| Bibliography | 第82-88页 |
| Appendix | 第88-90页 |
| Acknowledgements | 第90-91页 |
| Declaration of Originality | 第91-92页 |
| Lists of Articles Published | 第92页 |
