杨颖莉编著的《认知心理：视域下的英语课堂反馈研究》在二语习得及认知心理语言学理论基础上，采用观察及课堂实验研究等方法，对我国外语课堂教师反馈对二语习得的作用进行探讨。本研究结果显示，提示反馈较重述反馈对规则过去式习得的作用更加显著，而提示与重述反馈对于不规则过去式习得具有相似的作用。

CHAPTER 1 INTRODUCTION

 1.1 Form-focused Instruction

 1.2 Feedback and Second Language Learning

 1.3 Definition and Terminology

 1.4 Research Questions

 1.5 Outline

CHAPTER 2 THEORETICAL FRAMEWORK ON THE ROLE OF FEEDBACK IN SLA

 2.1 The Role of Input and Output in SLA

2.1.1 Definition of Types of Evidence

2.1.2 Krashen's Input Hypothesis

2.1.3 Swain's Output Hypothesis

2.1.4 Psychotinguistic Rationale for the Output Hypothesis

 2.2 Attention, Awareness, and the Noticing Hypothesis

2.2.1 Schmidt's Noticing Hypothesis

2.2.2 Conditions for "Noticing" and the Role of Instruction

 2.3 Feedback and Its Functions in Second Language Acquisition

2.3.1 Feedback Classification

2.3.2 Types of Evidence that Feedback Provides

 2.4 Theoretical Framework on the Relative Efficacy of Feedback

2.4.1 The Interaction Hypothesis

2.4.2 Anderson's ACT Theory

2.4.3 Alternative Theories of Language Representation

2.4.4 Skehan's Dual-Mode System Hypothesis

2.4.5 Pedagogical Implications of the Dual-Mode System Hypothesis

2.4.6 The Distinct Functions of Recasts and Prompts

 Summary

CHAPTER 3 OBERSERVATIONAL STUDIES ON FEEDBACK'"

 3.1 Classroom Observational Studies on Feedback

 3.2 Feedback Studies in Foreign Language Context

 3.3 An Observational Study on Feedback and Uptake in Chinese EFL Classrooms

3.3.1 Research Questions

3.3.2 Research Methodology

3.3.3 Results

3.3.4 Discussion

3.3.5 Conclusion

CHAPTER 4 EMPIRICAL STUDIES OF CORRECTIVE FEEDBACK

 4.1 General Effect of Feedback in SLA

 4.2 Empirical Studies on the Relative Efficacy of Feedback

4.2.1 The Effect of Recasts in Second Language Learning

4.2.2 Relative Efficacy of Recasts in Comparison with Other Feedback Types

4.2.3 Differential Effects in Relation to Grammatical Structures

 4.3 Summary of Empirical Studies on Feedback

 4.4 Rationale of the Study

 4.5 Research Questions and Hypotheses

 Summary

CHAPTER 5 METHODOLOGY

 5.1 Research Design and Procedure

5.1.1 Research Design

5.1.2 Research Procedure

 5.2 Research Context

5.2.1 Participating Teachers

5.2.2 Participating Students

5.2.3 Operationalizations

5.2.4 Target Structure

 5.3 Treatment Instruments and Procedures

5.3.1 Treatment Instruments

 5.3.1.1 Dictogloss Activity

 5.3.1.2 Question and Answer Activity

 5.3.1.3 Picture-cued Narrative Activity

5.3.2 Treatment Procedures

 5.3.2.1 Instructions for the Prompt Group Teacher

 5.3.2.2 Instructions for the Recast Group Teacher

 5.3.2.3 Instructions for the Control Group Teacher

5.3.3 Testing Instruments and Procedures

 5.3.3.1 The Oral Test Session

 5.3.3.2 The Written Test Session

 5.3.3.3 Questionnaire

 5.4 The Scoring Procedure

 5.5 Inter-rater Reliability

 Summary

CHAPTER 6 ANALYSIS AND RESULTS

 6.1 Analysis of Classroom Transcripts

6.1.1 Coding Categories and Procedures

6.1.2 Results of the Analysis of Classroom Transcripts

 6.2 Results of Analysis of Variance

6.2.1 Data Set and Statistical Models

6.2.2 Results of Mixed-model Repeated Measures ANOVA"

 6.2.2.1 Results of the Oral Test

  6.2.2.1.1 Overall Past Tense Forms

  6.2.2.1.2 Irregular Past Tense Forms

  6.2.2.1.3 Regular Past Tense

 6.2.2.2 Results of the Written Test

  6.2.2.2.1 Overall Past Tense Forms

  6.2.2.2.2 Irregular Past Tense Forms

  6.2.2.2.3 Regular Past Tense Forms

6.2.3 Summary of Results from Quantitative Analysis

 6.3 Results of Analysis of Questionnaire Data

6.3.1 Results of Analysis from the Background Questionnaire

6.3.2 Results of Analysis from the Exit Questionnaire

 Summary

CHAPTER 7 DISCUSSION AND CONCLUSION

 7.1 Research Findings and Interpretations

7.1.1 Recasts and Prompts

7.1.2 Saliency and Explicitness

7.1.3 Opportunities for Modified Output

7.1.4 Feedback and Grammatical Structures

7.1.5 The Development of Implicit and Explicit Knowledge

 7.2 Contributions and Implications

 7.3 Limitations and Future Research

 7.4 Conclusion

REFERENCES

APPENDICES

 APPENDIX A Background Information Questionnaire

 APPENDIX B Examples of Treatment Materials

 APPENDIX C Testing Material