Abstract
List of Abbreviations
List of Figures
List of Tables
Chapter 1 Introduction
1.1 Research Orientation
1.2 CF: the Target of Research
1.3 Rationale for the Study
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.0 Introduction
2.1 Terminological Problems
2.2 Rationale for CF in SLA: General Arguments
2.3 Cognitive Underpinnings of CF in SLA
2.4 Relative Efficacy across Feedback Forms: The Explicimess Issue
2.5 The Gap between Teacher and Learner: The Perception issue

Abstract
List of Abbreviations
List of Figures
List of Tables
Chapter 1 Introduction
1.1 Research Orientation
1.2 CF: the Target of Research
1.3 Rationale for the Study
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.0 Introduction
2.1 Terminological Problems
2.2 Rationale for CF in SLA: General Arguments
2.3 Cognitive Underpinnings of CF in SLA
2.4 Relative Efficacy across Feedback Forms: The Explicimess Issue
2.5 The Gap between Teacher and Learner: The Perception issue
2.6 Error Types and Task Conditions:
The Permeability Issue and the Contextual Issue
2.7 A Preliminary Study on Feedback Processing:
Zhu and Wang (2005)
2.8 Summary
Chapter 3 Statement of the Problem
3.0 Introduction
3.1 The Unsettled Problems in CF Studies: A Revisit
3.2 Solutions in This Study
3.3 Research Questions
Chapter 4 The Empirical Study
4.0 Introduction
4.1 The Quantitative Study
4.2 The Qualitative Study
Chapter 5 Results
5.0 Introduction
5.1 The Quantitative Study
5.2 The Qualitative Study
5.3 Summary
Chapter 6 General Discussion
6.0 Introduction
6.1 The Major Findings
6.2 The Effect of Feedback Informativeness
6.3 The Effect of Structure Complexity
6.4 The Effect of Task Orientation
6.5 The role of Metacognition
6.6 Summary
Chapter 7 Conclusions, Implications, Limitations,
and Suggestions for Further Research
7.0 Introduction
7.1 Conclusions
7.2 Implications
7.3 Limitations
7.4 Suggestions for Future Research

References
Appendix I Grammaticality-judgment Test (GJT)
Appendix II Sentence Combination Test (SCT)
Appendix III Discrete Error Correction (DEC) with Feedback
Explicitness Survey (FES)
Appendix IV Text Error Correction (TEC) with Feedback
……

朱晔博士的研究选择了大学英语教学课堂内的书面反馈作为研究对象，通过精心设计的任务形式，在定性和定量两个层次上分析了学习者处理书面反馈过程中的语言表现和认知过程，着重考察了反馈形式、目标结构(定语从句)和任务类型这三个变量的不同效果及交互作用，并较为深入地探讨了学习者处理书面纠正性反馈的认知机制与心理过程。总体而言，这项研究圆满地解决了预定的研究问题，并对后续研究和课堂教学都提出了富有启发性的建议。