| CHAPTER 1 INTRODUCTION 1.1 Overview 1.2 Background 1.3 Research questions 1.4 Thesis outline CHAPTER 2 THE COGNITIVE APPROACH TO SECOND LANGUAGE ACQUISITION 2.1 Introduction 2.2 Input 2.2.1 Positive evidence 2.2.2 Negative evidence 2.3 Apperceived input (noticed-input) 2.4 Comperhended input 2.5 Intake 2.5.1 Attention 2.5.2 Linguistic knowledge 2.6 Integration 2.7 Output 2.8 The relationship between cognitive processes and focus on form 2.9 Summary CHAPTER 3 THE INTERACTIONIST APPROACH TO SECOND LANGUAGE ACQUISITION 3.1 Introduction 3.2 The interaction hypothesis 3.3 Negotiation in SLA 3.3.1 Contribution of negotiation to comprehensible input 3.3.2 Contribution of negotiation to modified output 3.3.3 Contribution of negotiation to awareness of linguistic features 3.4 The relationship between the interactionist approach and focus on form 3.5 Summary CHAPTER 4 FOCUS ON FORM 4.1 Introduction 4.2 Focus on form 4.2.1 Planned focus on form and incidental focus on form 4.2.2 Reactive versus preemptive focus on form 4.3 General characteristics of focus on form episodes 4.3.1 Approach 4.3.2 Instigator 4.3.3 Linguistic focus 4.3.4 timing 4.3.5 Source 4.4 Categories in Reactive FFEs 4.4.1 Trigger 4.4.2 Response 4.4.3 Uptake 4.5 Categories in Student-initiated FFEs 4.6 Categories in Teacher-initiated FFEs 4.7 The framework of identifying FFEs for the present study 4.8 Summary CHAPTER 5 RESEARCH CARIABLES IN THE STUDY CHAPTER 6 METHODLLOGY CHAPTER 7 RESULTS CHAPTER 8 DISCUSSION CHAPTER 9 CONCLUSION |
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