包邮EFL综合性写作测试任务受试策略运用研究:英文版

CHAPTER ONE INTRODUCTION
1．1 Rationale for the study
1．2 Significance of the study
1．3 Outline of the study

CHAPTER TWO LITERATURE REVIEW
2．1 Mental operations in writing
2．1．1 Cognitive operations in writing
2．1．2 Metacognition
2．1．3 Metacognitive strategies in writing
2．2 Constructivist discourse synthesis
2．2．1 Organizing
2．2．2 Selecting
2．2．3 Connecting
2．3 Studies on integrated tasks
2．3．1 Merits and problems of integrated writing tasks
2．3．2 Product-focused studies of integrated test tasks ．．．
2．3．3 Process-focused studies of integrated test tasks ．．．
2．4 Elicitation of strategy use
2．4．1 Self-scoring questionnaires
2．4．2 Interviews
2．4．3 Think-aloud protocols
2．4．4 Journals
2．5 Research hypothesis and research questions
2．5．1 Research hypothesis
2．5．2 Research questions

CHAPTER THREE RESEARCH METHODOLOGY
3．1 A mixed-method approach——triangulation
3．2 Participants
3．2．1 Participants of the quantitative study
3．2．2 Participants of the qualitative study
3．3 Data collection
3．3．1 Measurement instruments
3．3．2 Questionnaire data
3．3．3 Think Aloud Protocols
3．3．4 Follow-up interviews
3．4 Data analysis
3．4．1 MFRM analysis of test scores
3．4．2 Factor analysis of questionnaire data
3．4．3 TAP data analysis
3．5 Summary

CHAPTER FOUR RESULTS
4．1 Multi-Faceted Rasch measurement
4．1．1 The vertical rulers
4．1．2 Examinee measurement report
4．1．3 Raters' rating quality
4．1．4 Item measurement report
4．1．5 Summary
4．2 Item-level questionnaire data analyses
4．2．1 The meaning-constructing strategy use questionnaire
4．2．2 The metacognitive strategy use questionnaire
4．2．3 The cognitive strategy use questionnaire
4．3 Confirmatory factor analysis
4．4 Qualitative data analyses
4．4．1 Meaning-constructing strategy use
4．4．2 Metacognitive strategy use
4．4．3 Cognitive strategy use
4．4．4 Summary
4．5 Summary of the chapter

CHAPTER FIVE DISCUSSION
5．1 Nature of subjects' reported strategy use
5．1．1 Meaning-constructing strategy use
5．1．2 Metacognitive strategy use
5．1．3 Cognitive strategy use
5．2 Differences in strategy use across performance levels
5．2．1 Subjects' source use
5．2．2 Metacogntive strategy use
5．2．3 Cognitive strategy use
5．3 Summary

CHAPTER SIX CONCLUSION
6．1 Summary of the main findings
6．2 Implications
6．2．1 Theoretical implications
6．2．2 Pedagogical implications
6．2．3 Methodological implications
6．3 Limitations
6．4 Future research directions

APPENDIX
REFERENCES
INDEX
POSTSCRIPT