这是一项如何有效促进焦点式语言形式教学的研究。该研究以写作任务为研究单位，以高中一年级的学习者为研究对象，采取多样化的研究方法(实验、问卷调查和访谈)，分析了形式教学的根基 “注意”，证明了不同类型的语言项目对注意的度有不同的需求。宋秀平所著的《焦点式语言形式教学的注意研究》强调输出促进了学习者对语言形式深层次的注意，促进学习者对语言形式高强度的集中注意。无论是习得语法类型的项目还是词汇类型的项目，输出都是不可或缺的。

Acknowledgements

Abstract

中文摘要

Abbreviations

Introduction

Chapter 1 Limitations of Krashen's Input Hypotheses and Necessity of Focus on Form

 1.1 Input

1.1.1 The Definition of Input

1.1.2 The Role of Input

1.1.3 The Type of Input

 1.2 Krashen's Input Hypothesis

 1.3 Focus on Form

1.3.1 Theoretical Explanations for Focus on Form

1.3.2 An Introduction of Focus on Form

 1.4 Summary

Chapter 2 Theoretical Studies

 2.0 Introduction

 2.1 Attention and Its Related Concepts and the “Noticing Hypothesis”

2.1.1 Attention

2.1.2 Clarification of AttentionRelated Concepts

2.1.3 The Noticing Hypothesis

 2.2 Factors Affecting Noticing and Learning

2.2.1 Task Demands and Its Comment

2.2.2 Salience and Its Comment

2.2.3 Rehearsal and Its Comment

2.2.4 Input Enhancement and Its Comment

2.2.5 The Role of Output and Its Comment

 2.3 Summary

Chapter 3 Empirical Studies

 3.0 Introduction

 3.1 Input Enhancement Study

3.1.1 The Empirical Studies by Gass et al.

3.1.2 The Empirical Studies by White and Doughty

3.1.3 The Empirical Studies by Jourdenais et al.

 3.2 Measurement Devices Study and Assessment

3.2.1 The Empirical Study by Leow

3.2.2 Assessment

 3.3 Task Demands, Awareness and Intake

3.3.1 The Empirical Studies by Schmidt

3.3.2 Assessment

 3.4 The Role of Output

3.4.1 The Empirical Studies by Maria J. de La Fuente

3.4.2 The Empirical Studies by Izumi et al.

3.4.3 The Empirical Studies by Swain & Lapkin

 3.5 Summary

Chapter 4 Experiment 1

 4.0 Introduction

 4.1 The Experiment

4.1.1 The Form in Focus

4.1.2 Subjects

4.1.3 The Experimental Materials

4.1.4 Research Design

4.1.5 Research Hypotheses

4.1.6 Task Types

4.1.7 The Experimental Procedure

4.1.8 Testing Instruments

 4.2 Results

4.2.1 Test Results

4.2.2 Results of Awareness of the Targeted Words and Rule Between the +IE and +IE+O Groups

4.2.3 Results of Awareness of the Targeted Words and Rule Between the +IE+O and +O Groups

 4.3 Discussion

4.3.1 Discussion of Hypothesis 1

4.3.2 Discussion of Hypothesis 2

4.3.3 Discussion of Hypothesis 3

4.4 Summary

Chapter 5 Experiment 2

 5.0 Introduction

 5.1 The Experiment

5.1.1 Subjects

5.1.2 Tasks and the Experimental Materials

5.1.3 Research Hypotheses

5.1.4 The Experimental Procedure

5.1.5 Data Analysis

 5.2 Results

5.2.1 The Questionnaire Results of Awareness of the Targeted Words

5.2.2 The Pairwise Comparisons of Test Results

 5.3 Analysis

5.3.1 Hypothesis 1: the +IE+O Participants Have More Noticing and Learning of the Targeted Words than the +O Participants.

5.3.2 Hypothesis 2: +IE+O Has More Noticing and Learning of the Targeted Words than +IE.

5.3.3 Conclusion

Chapter 6 Pedagogical Implications

 6.1 The Necessity of Focus on Form

 6.2 The Optimal Time for Instructional Intervention

 6.3 Choice of Form

 6.4 Carrying Out Focus on Form

6.4.1 The Task Types

6.4.2 The Type and Value of Feedback

6.4.3 The Factors Influencing Feedback

6.4.4 The Role of Output

Chapter 7 Conclusion

 7.1 Major Findings

 7.2 Limitations of the Study

 7.3 Suggestions for Future Research

Appendix 1 Experimental Materials

Appendix 2 Testing Materials

Appendix 3 Questionnaires and Interview

Bibliography