本站原创摘要5-6
Abstract6-7
目录7-9
Contents9-11
List of Abbreviations11-12
Chapter 1 Introduction12-17
1.1 Significance of Language Input12-14
1.2 Background and Significance of the Study14-15
1.3 Research Purposes of the Thesis15-16
1.4 Layout of the Thesis16-17
Chapter 2 Literature Review17-25
2.1 Input Types17-19
2.1.1 Mother Talk(Motherese)17
2.1.2 Foreign Talk17-18
2.1.3 Teacher Talk18-19
2.2 Previous Studies on Input19-24
2.2.1 The Input Hypothesis19-21
2.2.2 Interaction Input Hypothesis21-22
2.2.3 Acculturation Hypothesis22-23
2.2.4 Researches on Input in China23-24
2.3 Summary24-25
Chapter 3 Theoretical Framework25-31
3.1 Generative Learning Theory of Constructivi25-31
3.1.1 Essence of Learning26-27
3.1.2 Generative Learning Model27-31
Chapter 4 Research Methodoloy31-34
4.1 Description of the Research31
4.2 Subjects of the Research31-32
4.3 Instruments of the Research—Questionnaire32
4.4 Treatment32-34
Chapter 5 Data Analysis and Discussions34-54
5.1 Data Collection and Analysis of Questionnaires34-52
5.1.1 Statistical Data of Subjects Basic Information34-37
5.1.2 Statistical Data Analysis of Question Part37-52
5.1.2.1 Learners Responses Data to the Teachers Language Input37-43
5.1.2.2 Learners Responses Data to Their Own Language Input43-52
5.2 Data Analysis Summary52-54
Chapter 6 Conclusion54-61
6.1 Major Findings of the Present Study54-57
6.1.1 Language Input Characteristics on Teachers Part54-55
6.1.2 Language Input Characteristics on Learners Part55-57
6.2 Imppcations for Better Language Input57-60
6.2.1 Language Input Improvement on Teachors Part58-59
6.2.2 Language Input Improvement on Learners Part59-60
6.3 Present Study Limitations and Suggestions for Future Study60-61
Bibpography61-65
Appendix65-67
Papers pubpshed during the period of MA education67-68
Acknowledgements68