List of Tables
List of Figures
Abbreviations
Chapter 1 Introduction
1.1 Background of the Present Study
1.1.1 Status of Research into Input and Output in SLA
1.1.2 Characteristics of Instructed EFL Learning
1.2 Scope of the Present Study
1.3 Research Methodology
1.4 Significance of the Study
1.5 Outline of the Dissertation
1.6 Definition of the Terms
Chapter 2 Foreign Language Development： A Construction Process of Procedural Knowledge
2.1 Introduction
2.2 Language and Language Acquisition
2.2.1 Modular Positions
2.2.2 Non-modular Positions
2.2.3 Position of the Present Study
2.3 Theoretical Framework： The ACT Theory
2.3.1 Declarative Knowledge and Procedural Knowledge
2.3.2 Stages of Knowledge Development
2.3.3 A Problem with the ACT Theory
2.4 Supportive Arguments from Studies of L2 Knowledge
2.4.1 Bialystoks Theory
2.4.2 McLaughlins Theory
2.4.3 Convergence of Anderson, Bialystok and McLaughlin
2.5 Declarative Knowledge in the Development of Procedural Knowledge
2.5.1 The Non-interface Positions
2.5.2 The Interface Positions
2.5.3 Position on the Interface Issue in the Present Study
2.6 Summary
Chapter 3 Input-based and Output-based L2 Learning Theories
3.1 Introduction
3.2 Input-based Learning Theories
3.2.1 The Input Hypothesis
3.2.2 The Input Processing Model and Processing Instruction
3.3 Output-based Learning Theories
3.3.1 Early Theories Incorporating Output into L2 Acquisition
3.3.2 The Comprehensible Output Hypothesis
3.4 A Preliminary Reanalysis of the Role of Input and Output
3.4.1 Inseparability of Output from Input
3.4.2 De Bots Speculation About Output in Proceduralization
3.5 Summary
Chapter 4 English Relative Clauses and Acquisition Studies
4.1 Introduction
4.2 English Relative Clauses
4.2.1 Restrictive and Nonrestrictive English Relative Clauses
4.2.2 Grammatical Description of the Restnctive Relative Clauses
4.2.3 Types of Restrictive Relative Clauses in English
4.3 The Noun Phrase Accessibility Hierarchy
4.4 The Acquisition of English Relative Clauses
4.4.1 L1 Acquisition of English Relative Clauses
4.4.2 L2 Acquisition of English Relative Clauses
4.5 Instructional Intervention in the Acquisition of English Relative Clauses
4.5.1 Instructional Effects on L1 Acquisition
4.5.2 Instructional Effects on L2 Acquisition
4.6 Summary
Chapter 5 Research Methodology
5.1 Introduction
5.2 Research Questions and Hypotheses
5.3 Rationale for the Research Design
5.4 Overall Design
5.5 Pilot Studies
5.5.1 A Case Study
5.5.2 A Controlled Pilot Study
5.6 Research Design
5.6.1 Subjects
5.6.2 Experimental Schedule
5.6.3 Treatment
5.6.4 Instruments
5.6.5 Scoring and Analysis
5.7 Summary
Chapter 6 Results
6.1 Introduction
6.2 Examination of Pretreatment Equivalence
6.3 Analysis of the Offline GJT
6.4 Examination of the 12 Research Hypotheses
6.4.1 Results of the Immediate Posttest
6.4.2 Results of the Follow-up Posttest
6.5 Further Analysis
6.5.1 Effect Size Analysis
6.5.2 Comparison Between the Comprehension and the Production Tasks
6.5.3 Comparison Between the Online GJT and the Ofitine GJT
6.6 Summary
Chapter 7 Discussion and Conclusion
7.1 Introduction
7.2 Role of Input and Output in the Construction of Procedural Knowledge
7.2.1 Role of Input and Output in Promoting Comprehension
7.2.2 Role of Input and Output in Promoting Production
7.2.3 Role of Input and Output in the Metalinguistic Tasks
7.2.4 Role of Input and Output Rephrased
7.3 Implications for L2 Pedagogy
7.4 Limitations of the Present Study
7.5 Directions for Further Research
7.6 Summary
Appendix 1 Subjects Background Questionnaire
Appendix 2 Treatment Materials
Appendix 3 Assessment Instruments： Set 1
Appendix 4 Assessment Instruments： Set 2
Appendix 5 Assessment Instruments： Set 3
References
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