ÈÏÖªÐÄÀíÊÓÓòϵÄÓ¢Óï¿ÎÌ÷´À¡Ñо¿

chapter 1 introduction
¡¡1.1 form-focused instruction
¡¡1.2 feedback and second language learning
¡¡1.3 definition and terminology
¡¡1.4 research questions
¡¡1.5 outline
chapter 2 theoretical framework on the role of feedback in sla
¡¡2.1 the role of input and output in sla
¡¡¡¡2.1.1 definition of types of evidence
¡¡¡¡2.1.2 krashen's input hypothesis
¡¡¡¡2.1.3 swain's output hypothesis
¡¡¡¡2.1.4 psycholinguistic rationale for the output hypothesis
¡¡2.2 attention, awareness, and the noticing hypothesis
¡¡¡¡2.2.1 schmidt's noticing hypothesis
¡¡¡¡2.2.2 conditions for "noticing" and the role of instruction chapter 1  introduction ¡¡1.1  form-focused instruction ¡¡1.2  feedback and second language learning ¡¡1.3  definition and terminology ¡¡1.4  research questions ¡¡1.5  outline chapter 2  theoretical framework on the role of feedback in sla ¡¡2.1  the role of input and output in sla ¡¡¡¡2.1.1  definition of types of evidence ¡¡¡¡2.1.2  krashen's input hypothesis ¡¡¡¡2.1.3  swain's output hypothesis   ¡¡¡¡2.1.4  psycholinguistic rationale for the output hypothesis ¡¡2.2  attention, awareness, and the noticing hypothesis ¡¡¡¡2.2.1  schmidt's noticing hypothesis ¡¡¡¡2.2.2  conditions for "noticing" and the role of instruction ¡¡2.3  feedback and its functions in second language acquisition ¡¡¡¡2.3.1  feedback classification  ¡¡¡¡2.3.2  types of evidence that feedback provides ¡¡2.4  theoretical framework on the relative efficacy of feedback ¡¡¡¡2.4.1  the interaction hypothesis ¡¡¡¡2.4.2  anderson's act theory ¡¡¡¡2.4.3  alternative theories of language representation   ¡¡¡¡2.4.4  skehan's dual-mode system hypothesis ¡­¡­ appendices