黄燕著的《输出任务类型对二语词汇习得的作用研究--输出的注意功能再探(英文版)》基于输出假设之输出“注意”功能理论，采用混合研究方法，探究了不同的输出任务类型对学习者二语词汇（包括单词和程式语）的注意及习得的作用，以及学习者的二语水平对这一作用的影响。研究发现，语言输出对词汇习得的促进作用是有选择性的，主要取决于任务特征、词汇特性以及词汇知识层面。

黄燕，南京大学副教授，博士。2012—2013年在美国马里兰大学帕克分校_语习得专业访学。研究兴趣主要包括二语习得、程式语、语言认知加工处理、外语教育等。在《外语教学与研究》《现代外语》《外语界》和plos One等国内外核心期刊发表论文10余篇，作为丰编或主要成员编撰教材7部，辞典2部。主持教育部人文社会科学研究青年荩金项目“中国学习者二语程式语习得范式研究”，以及其他校级以上项目4项，作为主要成员参与国家自然科学基金项目、省部级及校级项目多项，多次参加国内外学术会议并宣读论文。目前是美国应用语言学协会会员、FLaRN协会会员、亚洲英语教师协会会员以及学术英语教学研究会会员。

Abstract
Acknowledgements
List of Tables
List of Figures
List of Abbreviations
INTRODUCTION
1 Need for the study
2 Aims of the study
3 Overview of the dissertation
Part Ⅰ LITERATURE REVIEW
Chapter One Related Theoretical Studies
1.1 Definition of key terms
1. 1.1 Output
1.1.2 Task
1.1.3 Noticing
1.1.4 Lexical knowledge and acquisition
1.2 Theoretical issues
1.2.1 The Output Hypothesis
1.2.2 Noticing in SLA
1.2.3 Summary
Chapter Two Empirical Studies on the Noticing Function of Output
2.1 The effects of output on the noticing of input
2.2 The effects of output on the acquisition of formal aspects of input
2.2.1 EarLier experimental studies
2.2.2 Recent work on mediating factors
2.3 The role of output in lexical acquisition
2.3.1 Controversial issues
2.3.2 The noticing function of output in lexical acquisition
2.4 Need for further research
Part Ⅱ METHODOLOGY
Chapter Three Research Design
3.1 Research questions
3.2 Study One
3.2.1 Participants
3.2.2 Instruments
3.2.3 Data collection
3.2.4 Data analysis
3.3 Study Two
3.3.1 Participants
3.3.2 Data collection
3.3.3 Data analysis
Part Ⅲ RESULTS AND DISCUSSION
Chapter Four Task-Type Effects on the Overall Lexical Acquisition
4.1 Immediate and delayed task-type effects
4.2 The role of L2 Proficiency in task-induced lexical acquisition -.
4.3 Summary
Chapter Five Task-Type Effects on the Acquisition of Different Types of
Lexical Items in Terms of Salience
5.1 The acquisition of single words
5.1.1 Overall word knowledge gain
5.1.2 Different types of word knowledge gain
5.2 The acquisition of formulaic sequences
5.3 Summary
Chapter Six Task-Types Effects on Learner Noticing of Lexical Items
across Different Stages of Tasks
6.1 Noticing during the first exposure to input (Stage 1)
6.2 Noticing during the input-related output process ( Stage 2)
6.2.1 Aspects of the noticed lexical problems in Stage 2
6.2.2 Handling of noticed lexical problems in Stage 2
6.3 Noticing during the second exposure to input ( Stage 3)
6.3.1 Amount and type of noticing in Stage 3
6.3.2 Level of noticing in Stage 3
6.3.3 Relationship between LLREs in Stage 2 and Stage 3
6.4 Effects of noticing on lexi~al incorporation
6.4.l Relation of noticing in Stage 2 to noticing in Stage 3 and
incorporation
6.4.2 Relation of noticing in Stage 3 to incorporation
6.5 Summary
Part Ⅳ CONCLUSION
Chapter Seven Findings, Implications and Limitations
7.1 Major findings
7.1.1 Task-type effects on the acquisition of the overall lexical knowledge
7. l. 2 Task-type effects on the acquisition of different types of lexical items
7.1.3 Task-type effects on learners' noticing of lexical items
7.2 Implications
7.2.1 Theoretical implications
7.2.2 Methodological implications
7.2.3 Pedagogical implications
7.3 Limitations and suggestions for future research
References
Appendices
Appendix A Input Passage
Appendix B Task Administrator Worksheets
Appendix C Vocabulary Pretests
Appendix D Vocabulary Posttests
Appendix E Wang's Think-Aloud Protocol in Stage 3
Appendix F Questionnaire Results