Abstract
List of Abbreviations
List of Figures
List of Tables
Chapter 1 Introduction
1.1 Research Orientation
1.2 CF: the Target of Research
1.3 Rationale for the Study
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.0 Introduction
2.1 Terminological Problems
2.2 Rationale for CF in SLA: General Arguments
2.3 Cognitive Underpinnings of CF in SLA
2.4 Relative Efficacy across Feedback Forms: The Explicimess Issue
2.5 The Gap between Teacher and Learner: The Perception issue
2.6 Error Types and Task Conditions:The Permeability Issue and the Contextual Issue
2.7 A Preliminary Study on Feedback Processing:Zhu and Wang (2005)
2.8 Summary
Chapter 3 Statement of the Problem
3.0 Introduction
3.1 The Unsettled Problems in CF Studies: A Revisit
3.2 Solutions in This Study
3.3 Research Questions
Chapter 4 The Empirical Study
4.0 Introduction
4.1 The Quantitative Study
4.2 The Qualitative Study
Chapter 5 Results
5.0 Introduction
5.1 The Quantitative Study
5.2 The Qualitative Study
5.3 Summary
Chapter 6 General Discussion
6.0 Introduction
6.1 The Major Findings
6.2 The Effect of Feedback Informativeness
6.3 The Effect of Structure Complexity
6.4 The Effect of Task Orientation
6.5 The role of Metacognition
6.6 Summary
Chapter 7 Conclusions, Implications, Limitations,
and Suggestions for Further Research
7.0 Introduction
7.1 Conclusions
7.2 Implications
7.3 Limitations
7.4 Suggestions for Future Research
References
Appendix I Grammaticality-judgment Test (GJT)
Appendix II Sentence Combination Test (SCT)
Appendix III Discrete Error Correction (DEC) with Feedback Explicitness Survey (FES)
Appendix IV Text Error Correction (TEC) with Feedback Explicitness Survey (FES)
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