任务型教学法下兼顾形式与意义对英语学习者口语表现的影响

　　《任务型教学法下兼顾形式与意义对英语学习者口语表现的影响》以英语教学中的形式与意义之争为研究背景，介绍兼顾形式与意义（focus on form）的理论基础、研究现状和主要成果。《任务型教学法下兼顾形式与意义对英语学习者口语表现的影响》着力探讨的两个主要问题为：（1）对比兼顾形式与意义以及以意义为中心两种教学手段对外语学习者习得和运用系动词be的效果；（2）调查外语学习者对两种教学手段的态度。

暂缺《任务型教学法下兼顾形式与意义对英语学习者口语表现的影响》作者简介

CHAPTER ONE INTRODUCTION
1．1 Background to the research
1．2 Statement of the problem
1．3 Rationale of the study
1．4 Research Questions
1．5 Definition of terms
CHAPTER TWO LITERATURE REVIEW
2．1 Introduction
2．2 Definitions and Conceptions of FonF and FonFs
2．2．1 FonF
2．2．2 Focus on meaning （FonM）
2．3 Advantages and disadvantages of FonF and FonM
2．3．1 Advantages and disadvantages of FonF
2．3．2 Advantages and disadvantages of FonM
2．4 Principles underlying FonF
2．4．1 Implicit and explicit learning
2．4．2 Implicit knowledge and explicit knowledge
2．4．3 Skill-building theory
2．4．4 Noticing Hypothesis
2．5 Framework for conducting FonF
2．5．1 Input
2．5．2 Comprehension
2．5．3 Intake
2．5．4． Integration
2．5．5 Output
2．5．6 Summary
2．6 Previous research studies on FonF
2．6．1 Implicit and explicit learning and FonF
2．6．2 Input-based FonF approaches
2．6．3 Output-oriented FonF approaches
2．6．4 Process-oriented FonF approach
CHAPTER THREE METHODOLOGY
3．1 Introduction
3．2 Research design
3．2．1 Site
3．2．2 Participants
3．2．3 Experiment procedures
3．2．4 The target form （copula be）
3．2．5 FonMF and FonM treatment
3．2．6 The development of the FonMF task design
3．2．7 The development of the FonM task design
3．3 Two Pilot studies for research tools
3．3．1 Choosing participants for the first tryout
3．3．2 First tryout of research tools
3．3．3 Second tryout of the research tools
3．4 Research tools
3．4．1 Reading material
3．4．2 Reading comprehension activity
3．4．3 C-R activity for the FonMF treatment
3．4．4 Reconstruction activity
3．4．5 Pretest． posttest and delayed posttest
3．4．6 Opinion questionnaire
3．4．7 Semi-structured interview
3．5 Procedures for data collection
3．5．1 Collecting date from the pretests
3．5．2 Collecting data from the posttests and delayed posttests
3．5．3 Collecting data from the questionnaires and interviews
3．6 Data scoring and coding
3．6．1 Scoring method
3．6．2 Measures of oral performance
3．6．3 Data from the questionnaire and the interview
3．7 Data Analysis
CHAPTER FOUR RESEARCH RESULTS
4．1 Introduction
4．2 Results for Research Question 1
4．2．1 Comparisons of the posttest scores between the FonMF and the FonM group
4．2．2 Comparisons of the delayed posttest scores between FonMF and FonM group
4．3 Results for Research Question 2
4．3．1 The results of the participants' perceptions towards the FonMF treatment
4．3．2 The results of the participants' perceptions towards the FonM treatment
CHAPTER FIVE DISCUSSIONS
5．1 Introduction
5．2 The immediate effects of the FonMF vs． the FonM treatment
5．2．1 The effects of the FonMF vs． the FonM treatment on the grammatical knowledge gains
5．2．2 The effects of the FonMF vs． the FonM treatment on the oral performance
5．2．3 Summary of the immediate effects of the FonMF vs． FonM
5．3 The retention effects of the FonMF vs． the FonM treatment
5．3．1 The retention effects of the FonMF vs． the FonM treatment on the grammatical knowledge gains
5．3．2 The retention effects of the FonMF vs． the FonM treatment on the oral performance
5．3．3 Summary of the retention effects of the FonMF vs．the FonM treatment
5．4 The theoretical framework of the FonMF treatment
5．4．1 The effects of the textual enhancement in the input
5．4．2 The effects of consciousness-raising activities to the intake
5．4．3 The effects of the reconstruction activity
5．5 Summary
CHAPTER SIX CONCLUSIONS
6．1 Introduction
6．2 Conclusions
6．2．1 Answers to Research Question 1
6．2．2 Answers to Research Question 2
6．3 Limitations
6．4 Recommendations
6．4．1 Recommendations for the FonMF task design
6．4．2 Recommendations for the field of FonMF in the SLA pedagogy
6．4．3 Recommendations for future research
REFERENCES
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX IV
APPENDIX V
APPENDIX VI
APPENDIX VII
APPENDIX VIII
APPENDIX IX
APPENDIX X
APPENDIX XI
APPENDIX XII