7.2 Comparison of thematic progression in pre- and post- training writing 147-150

　　7.2.1 Linear,constant,summative and split progressions 147-149

　　7.2.2 Back,contextual and new Themes 149-150

　　7.3 Summary 150-155

　　Chapter 8 Results and analysis of the questionnaire 155-165

　　8.1 Findings from closed questions 155-160

　　8.1.1 EEL participants' general attitude to training on T/TP 155-157

　　8.1.2 EEL participants' perception of the usefulness of the training on T/TP 157-158

　　8.1.3 EEL participants' perception of the learnability of T/TP 158-159

　　8.1.4 EEL participants' perception of the applicability of T/TP in writing 159-160

　　8.2 Findings from open questions 160-164

　　8.2.1 The changes that occurred 161-162

　　8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163

　　8.2.3 The reasons for the perceived difficulty in learning 163

　　8.2.4 EEL participants' suggestions for future training 163-164

　　8.3 Summary 164-165

　　Chapter 9 Discussion 165-195

　　9.1 Findings with regard to research questions 165-187

　　9.1.1 Chinese college students' use of T/TP in pre-training writing 165-172

　　9.1.2 Chinese college students' use of T/TP in post-training writing 172-181

　　9.1.3 Effects of the training on T/TP in Chinese college students' English writing 181-187

　　9.2 Positioning the study within the literature 187-190

　　9.2.1 T/TP in Chinese college students' English writing 187-189

　　9.2.2 Effects of training on Chinese college students' use of T/TP 189-190

　　9.3 Implications 190-194

　　9.3.1 Pedagogical implication 190-193

　　9.3.2 Methodological implication 193-194

　　9.4 Limitations 194-195

　　Chapter 10 Conclusion 195-200

　　10.1 Summary 195-197

　　10.2 Putting everything together 197-199

　　10.3 Suggestions for future work 199-200

　　Notes 200-202

　　References 202-214

　　Appendix 1: Plan for the interventional procedures 214-215

　　Appendix 2: The post-training questionnaire 215-217

　　Appendix 3: Training material 217-229

　　Appendix 4: Teachers' guide to the training 229-237

　　Appendix 5: Consent form for EEL group 237-238

　　Appendix 6: Consent form for CEL group 238-239

　　Appendix 7: Consent form for NS group 239

　　英语毕业论文提纲 篇2

　　中文摘要 3-4

　　ABSTRACT 4

　　Chapter One Introduction 7-10

　　1.1 Motivation of the present study 7-8

　　1.2 Significance of this study 8

　　1.3 Composition of this thesis 8-10

　　Chapter Two Literature Review 10-19

　　2.1 Language production 10-14

　　2.1.1 L1 Production 10-11

　　2.1.2 L2 Production 11-12

　　2.1.3 Dimensions of language production 12-14

　　2.2 Theories on oral output 14-15

　　2.2.1 Skehan’s dual-model system 14

　　2.2.2 Swain’s Output Hypothesis 14-15

　　2.3 Task Repetition 15-17

　　2.3.1 Task 15-16

　　2.3.2 Task repetition 16-17

　　2.4 Relevant studies on effects of task repetition on L2 oral output 17-19

　　CHARPTER THREE THE CURRENT STUDY 19-25

　　3.1 Research justification and questions 19

　　3.2 Hypothesis 19-20

　　3.3 Methods 20-25

　　3.3.1 Participants 20-21

　　3.3.2 Material 21

　　3.3.3 Research design 21-23

　　3.3.4 Measures 23-25

　　Chapter Four Results and Discussion 25-41

　　4.1 Results and Analysis 25-34

　　4.1.1 Quantitative analysis 25-27

　　4.1.2 Qualitative analysis 27-34

　　4.2 Discussion 34-41

　　4.2.1 Fluency 34-36

　　4.2.2 Complexity 36-38

　　4.2.3 Accuracy 38-39

　　4.2.4 interlanguage development path of learner L 39-41

　　Chapter Five Conclusions 41-44

　　5.1 Conclusion and implication 41-43

　　5.2 Limitations and recommendations 43-44

　　Acknowledgements 44-45

　　References 45-49

　　Appendixes 49-54

　　A. Instructions of the experiment 49-50

　　B. The same-content task 50-51

　　C. The different-content task 51-52

　　D. Sample of oral pre-task 52-53

　　E. Sample of oral post-task 53-54

　　F. Sample of writing repetition task 54

　　英语毕业论文提纲 篇3

　　Contents

　　Chapter 1 Introduction

　　1.1 Research Background