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《課堂環境下基于任務支持的語篇聽力理解研究》以“輸入假說”、“注意假說”和Schmidt的“信息加工模式中的注意類型”等二語習得理論為基礎，建立了課堂環境下基于任務支持的外語聽力理解的描述模式。然后在這個理論框架下，以任務支持形式為出發點，以學生的聽力水平和任務的難度水平為調節變量，著重探究了重復、問題預覽、選項預覽等任務支持形式對語篇聽力理解的綜合影響以及它們的相互作用。研究發現的結果對已有的同類研究的結果給以了確認和補充，同時也有一些新的發現。研究對外語教學和語言聽力測試的設計都會有一定的指導意義和啟發意義。
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康立新編著的《課堂環境下基于任務支持的語篇聽力理解研究》首先對任務進行了初步定義，進而將“任務支持”和“基于任務”中“任務”的作用區別開來。然后以“輸入假說”、“注意假說”和Schmidt的“信息加工模式中的注意類型”等為基礎，建立了課堂環境下基于任務支持的外語聽力理解的描述模式。在這個理論框架下，本研究以任務支持形式為出發點，以學生的聽力水平和任務的難度水平為調節變量，著重探究了三類任務支持形式（重復、預覽問題、預覽選項）對語篇聽力理解的綜合影響以及它們的相互作用。本研究具體圍繞以下問題：
1.課堂環境下，輸入頻次、問題預覽和選項預覽對語篇聽力理解的影響如何？
2.課堂環境下，輸入頻次、問題預覽和選項預覽對聽力水平不同的學習者的語篇聽力理解的影響如何？
3.課堂環境下，輸入頻次、問題預覽和選項預覽對難度水平不同的任務的影響如何？
4.課堂環境下，輸入頻次、問題預覽和選項預覽的互動影響如何？
1.課堂環境下，輸入頻次、問題預覽和選項預覽對語篇聽力理解的影響如何？
2.課堂環境下，輸入頻次、問題預覽和選項預覽對聽力水平不同的學習者的語篇聽力理解的影響如何？
3.課堂環境下，輸入頻次、問題預覽和選項預覽對難度水平不同的任務的影響如何？
4.課堂環境下，輸入頻次、問題預覽和選項預覽的互動影響如何？
目次
Chapter One Introduction
1.1 Need for the study
1.1.1 The importance of listening
1.1.2 Complexity of frequency in second language learning
1.1.3 Necessity of studying question preview in listening comprehension
1.2 Research methods and questions
1.3 The research purpose
1.4 The organization of the book
Chapter Two Literature Review
2.1 Introduction
2.2 Definitions of key terms
2.2.I Listening comprehension
2.2.2 Task
2.2.3 Task-based and task-supported
2.2.4 Task difficulty
2.2.5 Task frequency
2.3 An overview of related studies
2.3.1 Introduction
2.3.2 Studies on listening comprehension
2.3.3 Empirical studies related to the present study
2.3.4 A brief summary of existing studies
2.4 Summary
Chapter Three Theoretical Framework for the Present Study
3.1 Introduction
3.2 Input and second language learning
3.2.1 Input Hypothesis
3.2.2 The role of input
3.2.3 Criticism of the Input Hypothesis
3.2.4 Input and listening comprehension
3.3 Noticing and second language learning
3.3.1 Consciousness, attention and awareness
3.3.2 Noticing Hypothesis
3.3.3 Types of noticing within the information-processing model
3.3.4 Noticing and task
3.3.5 Noticing and listening comprehension
3.4 Comprehension and second language learning
3.4.1 What is comprehension?
3.4.2 Comprehension and input processing
3.4.3 The place of comprehension in language learning
3.4.4 Comprehension and listening
3.5 The role of tasks in the teaching of listening
3.6 The framework of the present study
3.6.1 Task-supported listening teaching
3.6.2 Memory and noticing
3.6.3 Memory and comprehension
3.7 Summary
Chapter Four Research Methodology
4.1 Introduction
4.2 The pilot study
4.2.1 Research questions
4.2.2 Subjects
4.2.3 Listening material
4.2.4 Procedures
4.2.5 Data analysis
4.2.6 Results and findings
4.2.7 Limitations
4.2.8 Suggestions for the main study
4.3 The main study
4.3.1 Research questiona
4.3.2 Subjects
4.3.3 Research design
4.3.4 Instruments
4.3.5 Variables of the present study
4.3.6 Procedures
4.4 Summary
Chapter Five Data Analysis
5.1 Introduction
5.2 Quantitative analysis
5.2.1 Comparison of the mean scores within groups
5.2.2 Comparison of the mean scores between groups
5.2.3 Comparison of the mean scores of the students at the same level
5.2.4 Comparison of listening tasks with different difficulty levels
5.3 Qualitative analysis
5.3.1 Qualitative analysis of questionnaire
5.3.2 Qualitative analysis of the interviews
5.4 Summary
Chapter Six Results and Discussion
6.1 Introduction
6.2 Effects of three task-supported forms on the text listening comprehension
6.2.1 The effects of input frequency on the text listening comprehension
6.2.2 The effects of question preview on the text listening comprehension
6.2.3 The effects of answer option preview on the text listening comprehension
6.3 Effects of three task-supported forms on the text listening comprehension of the learners at different proficiency levels
6.3.1 The effects of input frequency on the learners at different proficiency levels
6.3.2 The effects of question preview on the learners at different proficiency levels
6.3.3 The effects of answer option preview on the learners at different proficiency levels
6.4 Effects of three task-supported forms on the tasks with different difficulty levels
6.4.1 The effects of three task-supported forms on the easy task
6.4.2 The effects of three task-supported forms on the difficult task
6.4.3 The effects of three task-supported forms on the task with medium difficulty level
6.5 The interaction effects of three task-supported forms
6.6 Discussion
6.6.1 Information processing
6.6.2 Purpose and expectation
6.6.3 Visuals-based and visuals-aided
6.7 Summary
Chapter Seven Findings, Implications and Limitations
7.1 Introduction
7.2 Major findings
7.2.1 Findings related to the effects of input frequency on the text listening comprehension
7.2.2 Findings related to the effects of question preview on the text listening comprehension
7.2.3 Findings related to the effects of answer option preview on the text listening comprehension
7.3 Implications
7.3.1 Pedagogical implications
7.3.2 Testing implications
7.3.3 Theoretical implications
7.3.4 Methodological implications
7.4 Limitations
7.5 Suggestions for future research
7.6 Summary
Bibliography
Appendices
1.1 Need for the study
1.1.1 The importance of listening
1.1.2 Complexity of frequency in second language learning
1.1.3 Necessity of studying question preview in listening comprehension
1.2 Research methods and questions
1.3 The research purpose
1.4 The organization of the book
Chapter Two Literature Review
2.1 Introduction
2.2 Definitions of key terms
2.2.I Listening comprehension
2.2.2 Task
2.2.3 Task-based and task-supported
2.2.4 Task difficulty
2.2.5 Task frequency
2.3 An overview of related studies
2.3.1 Introduction
2.3.2 Studies on listening comprehension
2.3.3 Empirical studies related to the present study
2.3.4 A brief summary of existing studies
2.4 Summary
Chapter Three Theoretical Framework for the Present Study
3.1 Introduction
3.2 Input and second language learning
3.2.1 Input Hypothesis
3.2.2 The role of input
3.2.3 Criticism of the Input Hypothesis
3.2.4 Input and listening comprehension
3.3 Noticing and second language learning
3.3.1 Consciousness, attention and awareness
3.3.2 Noticing Hypothesis
3.3.3 Types of noticing within the information-processing model
3.3.4 Noticing and task
3.3.5 Noticing and listening comprehension
3.4 Comprehension and second language learning
3.4.1 What is comprehension?
3.4.2 Comprehension and input processing
3.4.3 The place of comprehension in language learning
3.4.4 Comprehension and listening
3.5 The role of tasks in the teaching of listening
3.6 The framework of the present study
3.6.1 Task-supported listening teaching
3.6.2 Memory and noticing
3.6.3 Memory and comprehension
3.7 Summary
Chapter Four Research Methodology
4.1 Introduction
4.2 The pilot study
4.2.1 Research questions
4.2.2 Subjects
4.2.3 Listening material
4.2.4 Procedures
4.2.5 Data analysis
4.2.6 Results and findings
4.2.7 Limitations
4.2.8 Suggestions for the main study
4.3 The main study
4.3.1 Research questiona
4.3.2 Subjects
4.3.3 Research design
4.3.4 Instruments
4.3.5 Variables of the present study
4.3.6 Procedures
4.4 Summary
Chapter Five Data Analysis
5.1 Introduction
5.2 Quantitative analysis
5.2.1 Comparison of the mean scores within groups
5.2.2 Comparison of the mean scores between groups
5.2.3 Comparison of the mean scores of the students at the same level
5.2.4 Comparison of listening tasks with different difficulty levels
5.3 Qualitative analysis
5.3.1 Qualitative analysis of questionnaire
5.3.2 Qualitative analysis of the interviews
5.4 Summary
Chapter Six Results and Discussion
6.1 Introduction
6.2 Effects of three task-supported forms on the text listening comprehension
6.2.1 The effects of input frequency on the text listening comprehension
6.2.2 The effects of question preview on the text listening comprehension
6.2.3 The effects of answer option preview on the text listening comprehension
6.3 Effects of three task-supported forms on the text listening comprehension of the learners at different proficiency levels
6.3.1 The effects of input frequency on the learners at different proficiency levels
6.3.2 The effects of question preview on the learners at different proficiency levels
6.3.3 The effects of answer option preview on the learners at different proficiency levels
6.4 Effects of three task-supported forms on the tasks with different difficulty levels
6.4.1 The effects of three task-supported forms on the easy task
6.4.2 The effects of three task-supported forms on the difficult task
6.4.3 The effects of three task-supported forms on the task with medium difficulty level
6.5 The interaction effects of three task-supported forms
6.6 Discussion
6.6.1 Information processing
6.6.2 Purpose and expectation
6.6.3 Visuals-based and visuals-aided
6.7 Summary
Chapter Seven Findings, Implications and Limitations
7.1 Introduction
7.2 Major findings
7.2.1 Findings related to the effects of input frequency on the text listening comprehension
7.2.2 Findings related to the effects of question preview on the text listening comprehension
7.2.3 Findings related to the effects of answer option preview on the text listening comprehension
7.3 Implications
7.3.1 Pedagogical implications
7.3.2 Testing implications
7.3.3 Theoretical implications
7.3.4 Methodological implications
7.4 Limitations
7.5 Suggestions for future research
7.6 Summary
Bibliography
Appendices
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