從認(rèn)知角度解讀以學(xué)生為中心的二語學(xué)習(xí)

INDEXS
LIST OF TABLES
LIST OF FIGURES
ABBREVIATIONS
ABSTRACT
ABSTRACT (CHINESE)
CHAPTER ONE PURPOSE OF THE STUDY
　1.1 RESEARCH BACKGROUND
　　1.1.1 ESL Background in China
　　1.1.2 Problems
　1.2 A PRELIMINARY STATEMENT OF THEORETICAL BACKGROUND
　1.3 FOCUS OF THE RESEARCH
　1.4 DEFINITION OF TERMS
　1.5 ORGANIZATION OF THE THESIS
CHAPTER TWO LITERATURE REVIEW (1) PSYCHOLINGUISTIC BACKGROUND FOR THE RESEARCH
　2.1 INTRODUCTION
　2.2 MEMORY PROCESS OF LEARNING AND SLA
　　2.2.1 General Introduction to Memory Processing
　　2.2.2 Components of Working Memory
　　2.2.3 Working Memory, Long-term Memory and Information Processing
　　2.2.4 How Knowledge is Represented in Long-term Memory
　2.3 CONSCIOUSNESS AND LEARNING
　　2.3.1 Consciousness and Working Memory
　　2.3.2 Capacity Theory of Attention -- Attention to Form and/or Meaning?
　　2.3.3 Consciousness, Awareness, Explicitness and Implicitness in SLA
　　　2.3.3.1 Implicit or Explicit: Interface Hypothesis
　　　2.3.3.2 Attention, With or Without Awareness?
　　　2.3.3.3 Awareness: To What Level?
　　2.3.4 Role of Consciousness in SLA
　　2.3.5 Attention, Memory and SLA Research
　2.4 ELABORATION MODEL AND RELEVANT CONCEPTS
　　2.4.1 Levels of Processing
　　2.4.2 The Elaboration Model
　　2.4.3 The Key Concepts of Elaboration
　　　2.4.3.1 Semanticity and Elaboration
　　　2.4.3.2 Prior Knowledge and Elaboration
　　2.4.4 Learning, Prior Knowledge and Elaboration
　　　2.4.4.1 Imposed Precise Elaborations
　　　2.4.4.2 Self-generated Elaborations
　　2.4.5 Prior Knowledge, Depth of Processing, Elaborations and SLA Research
　2.5 SUMMARY
CHAPTER THREE LITERATURE REVIEW (2) SEARCHING ELABORATIONS FOR THE RESEARCH
　3.1 INTRODUCTION
　3.2 GRAMMAR TEACHING METHODS IN SLA
　　3.2.1 Focus-on-meaning Approach
　　3.2.2 Focus-on-forms Approach
　　3.2.3 Focus-on-form Approach -- An Integration of Grammar into Communicative Classroom
　3.3 SEARCHING ELABORATIONS FOR THE RESEARCH
　　3.3.1 Rationale
　　　3.3.I.1 Noticing and Cognitive Comparison
　　　3.3.1.2 Negotiation of Meaning and Form
　　3.3.2 Accessibility of an Elaboration Focus-on-form Task
　　3.3.3 Searching the Explicit Elaborations
　　　3.3.3.1 Rationale for Explicit Elaborations
　　　3.3.3.2 How to Self-generate Elaborations
　　3.3.4 Feasibility of Elaboration Tasks for ESL Learners
　……　　　　　　　　　　　　　　　　　　　　　　　　　　　
CHAPTER FOUR METHODOLOGY
CHAPTER FIVE RESULTS
CHAPTER SIX DISCUSSION
CHAPTER CONCLUSION
APPENDICES
BIBLIOGRAPHY