Psycholinguistic study on English and Chinese writing processes

　　Chapter 1 Introduction
　　 1.1 Context of the problem
　　 1.2 Purpose and research questions
　　 1.3 Significance of the study
　　 1.4 Organization of the book
　　Chapter 2 The Role of Attention in L2 Learning and L2 Use
　　 2.1 The role of attention in L2 learning
　　 2.1.1 The role of attention in input
　　 2.1.2 The role of attention/noticing in output
　　 2.1.3 The relationship between attention and working memory pertaining to SLA
　　 2.2 The role of attention in the learning context of L2 use--oral production
　　 2.3 Comments on the studies on attention in SLA
　　 2.4 Chapter summary
　　Chapter 3 L2 Writing Research and the Role of Attention
　　 3.1 L2 writing research
　　 3.1.1 Major models of writing
　　 3.1.2 L2 writing ability: influencing factors
　　 3.2 Studies of the role of attention in L1 and L2 writing
　　 3.2.1 The psychological mechanism of attention in L1 writing
　　 3.2.2 The role of attention in L2 writing
　　 3.2.3 Comments
　　 3.3 Chapter summary
　　Chapter 4 Theoretical Framework for the Study
　　 4.1 Towards a working definition of attention in the writing process
　　 4.2 Towards a working definition of awareness in the writing process
　　 4.3 Operationalizing attention and awareness in the writing process
　　 4.4 Towards the working definition of output in the writing process
　　 4.5 Conceptualizing and operationalizing writing as problem-solving
　　 4.6 Chapter summary
　　Chapter 5 Research Design
　　 5.1 The pilot study
　　 5.1 1 Purposes
　　 5.1 2 Participants
　　 5.1 3 Instruments
　　 5.1 4 Procedures
　　 5.1 5 Data analysis
　　 5.1 6 Methodological limitations identified
　　 5.2 The main study
　　 5.2.1 Research questions
　　 5.2.2 Participants
　　 5.2.3 Instruments
　　 5.2.4 Procedures of data collection
　　 5.2.5 Data analysis
　　 5.2.6 Procedures for analyses
　　 5.3 Chapter summary
　　Chapter 6 Results
　　 6.1 General description of the written products and processes in L1 and L2
　　 6.1.1 Relations of L2 written products to L1 written products and L2 proficiency
　　 6.1.2 Relations of L2 writing process to L1 writing process and L2 proficiency
　　 6.2 Allocation of attention to aspects of writing
　　 6.2.1 Allocation of attention in L2 and L1 writing processes
　　 6.2.2 Allocation of attention in L2 writing process, influence of L2 proficiency
　　 6.3 Degree of awareness in attention
　　 6.3.1 Degree of awareness in L2 and L1 writing processes
　　 6.3.2 Degree of awareness in L2 writing process: influence of L2 proficiency
　　 6.4 Chapter summary
　　Chapter 7 Discussion
　　 7.1 L2 proficiency: an influencing factor on L2 written product
　　 7.2 Aspects of attention in L2 writing process
　　 7.2.1 Writing time and distracting units: indicators of commitment
　　 7.2.2 L1 & L2 writing processes, differential allocation of attention and priority on language use
　　 7.2.3 L2 proficiency's influence on L2 writing process: tendency of allocation and priority of attention
　　 7.3 Degree of awareness in attention in L2 writing process
　　 7.3.1 Awareness of audience unaffected by the writing language or L2 proficiency
　　 7.3.2 Degree of awareness: exhibition of the dual-process nature of writing
　　 7.3.3 L2 proficiency: influencing the fluent and problem-solving processes
　　 7.4 A tentative model of the monitoring process of attention in writing
　　 7.5 Chapter summary
　　Chapter 8 Findings, Implications, Limitations and Suggestions
　　 8.1 Major findings
　　 8.2 Implications
　　 8.2.1 Theoretical implications
　　 8.2.2 Pedagogical implications
　　 8.3 Limitations
　　 8.4 Suggestions for future research
　　 8.5 Chapter summary and concluding remarks
　　Appendices
　　References