List of tables
List of figures
List of appendices
Abbreviations used throughout the study
Introduction
Chapter 1 An integrated SLA model and the noticing hypothesis
Chapter 2 Consciousness-raising， input enhancement and SLA
2.1 The effects of visual enhancement
2.2 The effects of form-focused instruction
2.3 FonF instruction
Chapter 3 The effects of instruction on ILP development
Chapter 4 DCT as a measure of pragmatic ability
Chapter 5 The speech act of requesting
Chapter 6 Motivation for the present study
Chapter 7 Methodology for the present study
7.1 Participants
7.2 Setting
7.3 Instrumentation
7.4 Materials development
7.5 The treatments
7.6 Data collection
7.6.1 Pre- and post-tests
7.6.2 On-going role-plays
7.6.3 Field notes
7.6.4 The post-instruction semi-structured interview
7.6.5 Debriefing
7.7 Coding of subjects' performance data
Chapter 8 Results
8.1 DCT data
8.1.1 Request strategies
8.1.1.1 Pretest results
8.1.1.2 Posttest 1 results and Hypotheses 1 & 2
8.1.1.3 Posttest 2 results and Hypothesis 4
8.1.2 Modification data and Hypotheses 3 & 5
8.2 Interview data and Hypothesis 6
8.3 The role-play data
8.4 Learners' motivation and good faith effort
8.5 Summary of results
Chapter 9 Discussion
9.1 Pragmatic and grammatical competences
9.2 Instruction， noticing and IL request development
9.2.1 The effects of instruction on strategy use
9.2.2 The effects of instruction on strategy distribution
9.2.3 The effects of instruction on modification
9.2.4 The effects of instruction on sociopragmatic development
9.3 Form type， learner profile and treatment features： How they interact in the durability of instructional effects on IL request development
9.4 Stimulus appraisal and ILP development in the FL context
Conclusion
Bibliography
Appendices
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