Chapter One Introduction 1．1 Need for the Study 1．2 Significance of the Study 1．2．1 Theoretical Significance 1．2．2 Pedagogical Significance 1．3 Overview of the Book Chapter Two Literature Review： Related Theories 2．1 Task-based Language Teaching Approach 2．1．1 Definition of Task 2．1．2 Definition of Complexity 2．2 L1 and L2 Writing Theories 2．2．1 L1 Writing Theories 2．2．2 L2 Writing Theories 2．3 The Limited Information-processing Theory 2．4 Skehan and Foster's Limited Attentional Capacity Model and Robinson's Cognition Hypothesis 2．4．1 Skehan and Foster's Limited Attentional Capacity Model 2．4．2 Robinson's Cognition Hypothesis 2．4．3 Similarities of the Two Models 2．4．4 Differences of the Two Models 2．5 Summary Chapter Three Literature Review： Empirical Studies 3．1 Effects of Task Complexity on Learners' Performances Along Resource-dispersing Dimension 3．1．1 Studies on Oral Production 3．1．2 Studies on Written Production 3．2 Effects of Task Complexity on Learners' Performances Along Resource-directing Dimension 3．2．1 Studies on Oral Production 3．2．2 Studies on Written Production 3．3 Researches Combining Both Resource-dispersing Dimension and Resource-directing Dimension 3．3．1 Studies on Oral Production 3．3．2 Studies on Written Production 3．4 Studies on L2 Writing Process 3．5 Research Gaps Chapter Four Methodology 4．1 Research Questions 4．2 Pilot Study 4．2．1 Methods 4．2．2 Results and Discussion 4．2．3 Summary of the Pilot Study 4．3 Setting 4．4 Participants 4．5 Instruments 4．6 Data Collection 4．7 Data Analysis 4．7．1 Text Analysis of Compositions 4．7．2 Analysis of Data from the Interviews Chapter Five Results and Discussions： Effects of Task Complexity Along Resource-directing Dimension on Written Performance 5．1 Effects of Task Complexity （±Few Elements）on Fluency 5．2 Effects of Task Complexity （±Few Elements）on Accuracy 5．3 Effects of Task Complexity （±Few Elements）on Complexity 5．4 L2 Learners' Attention Allocated in Writing 5．5 Discussions Chapter Six Results and Discussions： Effects of Task Complexity Along Resource-dispersing Dimension on Written Performance 6．1 Effects of Task Complexity （±Planning Time）on Fluency 6．2 Effects of Task Complexity（±Planning Time）on Accuracy 6．3 Effects of Task Complexity （±Planning Time）on Complexity 6．4 L2 Learners' Strategy Use in and Attitudes Towards Pre-task Planning 6．4．1 Strategies Used in the Pre-task Planning 6．4．2 L2 Learners' Attitudes Towards Pre-task Planning 6．5 Discussions Chapter Seven Results and Discussions： Interactive Effects on Written Performance 7．1 Interactive Effects on Fluency 7．2 Interactive Effects on Accuracy 7．8 Interactive Effects on Complexity 7．4 Discussions Chapter Eight Conclusion 8．1 Summary of Major Findings 8．2 Theoretical and Pedagogical Implications 8．2．1 Theoretical Implications 8．2．2 Pedagogical Implications 8．8 Limitations and Suggestions Appendix IStudies Investigating the Effects of Strategic Planning on Fluency， Accuracy and Complexity Appendix IIWriting Prompts Appendix IIIGuidelines for T．units， Clauses， Word Counts， and Errors Appendix IVError Classification System References 后記
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