| Abstract | 第5页 |
| Acknowledgements | 第6-10页 |
| Introduction | 第10-13页 |
| Chapter 1 Form-focused Instruction and Second Language Acquisition | 第13-29页 |
| 1.1 What is form-focused instruction | 第13页 |
| 1.2 Early Form-focused Instruction | 第13-14页 |
| 1.3 Does Form-Focused Instruction Work? | 第14-17页 |
| 1.3.1 The No Interface Position | 第15页 |
| 1.3.2 The Strong Interface Position | 第15-16页 |
| 1.3.3 The Weak Interface Position | 第16-17页 |
| 1.4 Research Supporting FFI | 第17-20页 |
| 1.4.1 Support from Theory-driven FFI Research | 第17-18页 |
| 1.4.2 Support from Emprical Studies and Reviews | 第18-19页 |
| 1.4.3 Indirect Support | 第19-20页 |
| 1.5 Types of Form-focused Instruction | 第20-21页 |
| 1.6 Categorization of Form-focused Instruction | 第21-26页 |
| 1.6.1 Explicit vs. Implicit Focus-on-Form | 第21-23页 |
| 1.6.2 Planned Focus-on-Form vs. Incidental Focus-on-Form | 第23-24页 |
| 1.6.3 Reactive Focus-on-Form vs. Pre-emptive Focus-on-Form | 第24-25页 |
| 1.6.4 Conversational vs. Didactic Focus-on-Form | 第25-26页 |
| 1.7 How to Focus on Form | 第26-27页 |
| 1.8 Pedagogical Choices in Focus on form | 第27-29页 |
| Chapter 2 Literature Review | 第29-36页 |
| 2.1 The Introduction of Dictogloss | 第29页 |
| 2.2 Dictogloss and Focus on Form | 第29-32页 |
| 2.3 Language Proficiency and Focus on Form | 第32页 |
| 2.4 Research questions | 第32-33页 |
| 2.5 Research Rationale | 第33-35页 |
| 2.5.1 Group Work and the Interaction Hypothesis | 第33页 |
| 2.5.2 Comprehensible Output Hypothesis | 第33-34页 |
| 2.5.3 Attention and Noticing in SLA | 第34-35页 |
| 2.6 Research hypothesis | 第35-36页 |
| Chapter 3 Research Design | 第36-42页 |
| 3.1 Setting | 第36页 |
| 3.2 Participants | 第36-37页 |
| 3.3 Research Procedure | 第37-39页 |
| 3.4 Data treatment and analysis | 第39-40页 |
| 3.5 Operationalization of LREs | 第40-42页 |
| Chapter 4 Results and Discussion | 第42-51页 |
| 4.1 Question 1: Is dictogloss an effective task in generating adult learners focus on form in the setting of learning English as a foreign language? | 第42页 |
| 4.2 Question 2: If dictogloss is an effective task in generating adult learners focus on form in the setting of learning English as a foreign language, what is the focus of the LREs? Do learners primarily focus on lexical-based or morphosytactic-bas | 第42-44页 |
| 4.3 Question 3: Is proficiency level related to the extent to which learners pay attention to form in the process of doing dictogloss task? And if so, how do LREs vary (number and type, meaning lexical or grammatical) at different proficiency level? | 第44-50页 |
| 4.3.1 Does proficiency have an impact on the number of lexical LREs or morphosyntactic LREs? | 第47页 |
| 4.3.2 How do LREs vary (number and type, meaning lexical or grammatical) at different proficiency level? | 第47-50页 |
| 4.4 Question 4: How does language proficiency affect the outcome (correct, unresolved, or incorrect) of LREs produced during the dictogloss task? | 第50-51页 |
| Chapter 5 Conclusions | 第51-54页 |
| 5.1 The summary of the study | 第51-52页 |
| 5.2 Limitations and Pedagogical Implications | 第52-54页 |
| References | 第54-59页 |
| Appendix 1 Passages for Practice Session and Recording Session | 第59-60页 |
| Appendix 2 The Recordings of a Dyad from both the Upper-intermediate Group and the Lower-intermediate Group | 第60-63页 |
