| Abstract | 第1-7页 |
| 摘要 | 第7-9页 |
| Contents | 第9-13页 |
| Chapter One Introduction | 第13-18页 |
| ·Research background | 第13-15页 |
| ·Research purposes and significance | 第15-16页 |
| ·Framework of the thesis | 第16-18页 |
| Chapter Two Literature Review | 第18-35页 |
| ·Formulaic sequences | 第18-21页 |
| ·Definitions of formulaic sequences | 第18-19页 |
| ·Classifications of formulaic sequences | 第19-21页 |
| ·Continuity and grammatical level of the formulaic sequences | 第20-21页 |
| ·Importance of formulaic sequences | 第21页 |
| ·Incidental learning | 第21-23页 |
| ·Definition of incidental learning | 第21-22页 |
| ·Incidental vocabulary acquisition | 第22页 |
| ·Incidental Acquisition of Formulaic Sequences | 第22-23页 |
| ·Theoretical Frameworks of Involvement Load Hypothesis | 第23-27页 |
| ·Implicit and explicit learning | 第23-25页 |
| ·Depth of processing | 第25页 |
| ·Noticing and attention | 第25-27页 |
| ·Studies of involvement load hypothesis | 第27-33页 |
| ·Involvement | 第27-28页 |
| ·Involvement load | 第28-29页 |
| ·Construct of involvement load hypothesis | 第29-30页 |
| ·Task-induced involvement load | 第29-30页 |
| ·Empirical evidence for involvement load hypothesis | 第30-33页 |
| ·Empirical evidence from foreign scholars | 第31页 |
| ·Empirical evidence from Chinese scholars | 第31-33页 |
| ·Summary | 第33-35页 |
| Chapter Three Research Design | 第35-46页 |
| ·Research Questions | 第35-36页 |
| ·Participants | 第36页 |
| ·Instruments | 第36-41页 |
| ·Reading material | 第36-37页 |
| ·Target formulaic sequences | 第37-39页 |
| ·Reading tasks | 第39-41页 |
| ·Procedure | 第41-45页 |
| ·Pilot studies | 第41-43页 |
| ·Main studies | 第43-45页 |
| ·Administration of the immediate post-test | 第43-44页 |
| ·Administration of the Delayed post test | 第44-45页 |
| ·Data analysis | 第45-46页 |
| Chapter Four Results and Discussion | 第46-66页 |
| ·Results of the first research question | 第46-52页 |
| ·Results of the mean scores of the immediate and delayed post test | 第46-47页 |
| ·Data analysis of the immediate post test | 第47-48页 |
| ·Data analysis of the delayed post test | 第48-50页 |
| ·Results of the retention of formulaic sequences | 第50-52页 |
| ·Results of the second research question | 第52-62页 |
| ·Results of the effects of involvement load on the acquisition and retention of formulaic sequences at continuity level | 第53-57页 |
| ·Results of the effects of involvement load on the acquisition of the formulaic sequences at continuity level | 第53-55页 |
| ·Results of the effects of involvement load on the retention of the formulaic sequences at continuity level | 第55-57页 |
| ·Results of the effects of involvement load on the acquisition and retention of different types of formulaic sequences at grammatical level | 第57-62页 |
| ·Results of the effects of involvement load on the acquisition of different types of formulaic sequences at grammatical level | 第57-60页 |
| ·Results of the effects of involvement load on the retention of different types of formulaic sequences at grammatical level | 第60-62页 |
| ·Discussion | 第62-66页 |
| ·Effect of involvement load on middle school students’ acquisition and retention of formulaic sequences’ | 第62-64页 |
| ·Effects of involvement load on different types’ formulaic sequences’ acquisition and retention at continuity and grammatical level | 第64-66页 |
| Chapter Five Conclusions | 第66-70页 |
| ·Main findings | 第66-67页 |
| ·Implications of this study | 第67-68页 |
| ·Limitations and suggestions for further study | 第68-70页 |
| References | 第70-75页 |
| Acknowledgements | 第75-76页 |
| Appendix | 第76-94页 |
