本書的主要研究對象為“形式聚焦”，即在以意義為中心的課堂中采用一定的技巧和手段把學生的注意力引向語言形式。它所涉及的形式及意義的關系及語法教學問題分別是第二語言習得研究和外語教學領域的重點問題，其背后的理論基礎跟認知心理學研究中的熱點問題“注意”密切相關。
基于“注意假設”，本研究發(fā)現(xiàn)了“注意層次”對學習的影響，豐富了“形式聚焦”的理論基礎。除“形式聚焦”方式外，本書還對“任務類型”對注意和學習產生的影響進行了研究，結果表明注意力不僅受到“聚焦方式”的影響，也受到具體任務要求和實施該任務的具體條件的制約。
盧燕華，廣西桂林人，西安交通大學外國語學院英語教師，上海外國語大學英語語言文學博士；主要研究領域為二語習得、外語教學；博士階段師從我國知名外語教育家戴煒棟先生；近年來，在核心期刊等刊物上發(fā)表二語習得和外語教學相關論文5篇，主編、參編教材3部，主持“中央高校基本科研業(yè)務費專項資金”1項，參與各級科研及教改項目數(shù)項；曾獲校級授課競賽一等獎、校級教學成果二等獎、“陜西高等學校大學英語教學學術研討會”教學論文一等獎，指導學生在全國英語寫作大賽中獲陜西省特等獎。
Chapter 1 Introduction
1.1 Research background
1.1.1 Form and meaning within a cognitive framework
1.1.2 Form-focused and meaning-focused approach in second language pedagogy
1.1.3 Focus-on-form
1.2 Goal of research
1.3 Research questions
1.4 Research significance
1.5 Structure of the book
1.6 Summary
Chapter 2 Literature Review
2.1 Noticing and SLA
2.1.1 Noticing Hypothesis
2.1.2 Attention, awareness and noticing in SLA
2.1.3 Different types of noticing
2.2 Focus-on-form
2.2.1 Meaning-focused approach, focus-on-forms and focus-on-form
2.2.2 Definitions of FonF and different related terms
2.2.3 Theoretical explanations for FonF
2.3 Input enhancement and output stimulation
2.3.1 Input enhancement and textual enhancement
2.3.2 Output stimulation
2.4 Tasks in L2 research and pedagogy
2.4.1 Definitions of task
2.4.2 Principles for using tasks in L2 classrooms
2.4.3 Empirical studies investigating tasks
2.5 Limitations of the previous studies and justifications for thepresent study
2.6 Summary
Chapter 3 Theoretical Foundations
3.1 Information Processing model and Output Hypothesis
3.1.1 Information Processing model
3.1.2 Output in the integrated model of second language acquisition
3.2 Izumi's model featuring noticing in relation to overall SLA processes
3.3 The theoretical foundations for the present study
3.4 Summary
Chapter 4 Research Design
4.1 Research questions and hypotheses
4.2 Method
4.2.1 Participants
4.2.2 Linguistic target
4.2.3 Input materials used in the study
4.2.4 Instruments
4.2.5 Research design
4.3 Summary
Chapter 5 Results and Discussion
5.1 The noticing issue
5.1.1 Phase 1 underlining
5.1.2 Phase 2 underlining
5.1.3 Results from questionnaires and interviews
5.1.4 Discussion
5.2 The immediate uptake issues
5.2.1 The immediate uptake
5.2.2 The effect of task types
5.2.3 Results from questionnaires and interviews
5.2.4 Discussion
5.3 Effects of the three FonF approaches on promote learning
5.3.1 The effects of the three FonF approaches on promoting learning in Phase 1
5.3.2 The effects of the three FonF approaches on promoting learning in Phase 2
5.3.3 The retention of the effects of the three FonF approaches on promoting learning
5.3.4 The overall developmental trends of the four groups
5.3.5 Results from questionnaires and interviews
5.3.6 Discussion
5.3.7 Summary
Chapter 6 Conclusions
6.1 Major research findings
6.2 Implications for teaching
6.2.1 Practicing FonF in L2 classrooms
6.2.2 Use of textual enhancement in EFL context
6.2.3 Use of oral output in EFL context
6.3 Limitations and suggestions for future research
6.3.1 Limitations in general and suggestions for future research
6.3.2 Limitations of the research design of the experiment
6.3.3 Limitations of the TE treatment and suggestions for future research
6.3.4 Limitations of the Oral Output treatment and suggestions for future research
6.3.5 Other factors to be investigated in the future
6.4 Summary
References
Appendices
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