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梁小华所著的《活动对学生语言交流的介入作用：我国英语沉浸式教学的调查与研究》以“社会活动理论”为理论框架，研究了我国沉浸式环境中，活动对学生语言交流的介人作用，详细地分析了学生活动类型和学生语言交流的特点，讨论了学生活动的多变性和灵活性、学生在活动中表现出的主观能动性以及学生活动介入的多层面性。本书重视实证研究，并对调查数据展开详细的分析。数据采集主要通过观察和访谈，分析方法主要是采用口头语言话语分析的方法和技巧。
目录
CHAPTER ONE INTRODUCTION
1.1 Motivation for the Current Study
1.2 ELT in China
1.2.1 Policy of ELT: An Overview
1.2.2 Development of the English Language Teaching Syllabi for Secondary Schools
1.2.3 Reform of the Curriculum
1.2.4 Changes and Challenges Encountered in ELT
1.2.5 The First English Immersion Program in China-the CCUEI
1.3 Aim of the Study and Research Questions
1.4 Significance of the Study
1.5 Outline of the Thesis
CHAPTER TWO IMMERSION EDUCATION
2.1 Immersion Education in Canada
2.1.1 Definition of Immersion
2.1.2 Features of Immersion
2.1.3 Varieties of Immersion Programs
2.9 Immersion Education in Other Western countries
2.3 English Immersion Program in China--the CCUEI
2.3.1 Characteristics of the CCUEI
2.3.2 Research on the CCUEI Program
2.4 Challenges to Immersion Education Worldwide
2.5 Research Gap
2.6 Summary
CHAPTER THREE INTERACTION, ACTMTY AND PEER TALK
3.1 Cognitive and Sociocultural Paradigms in Interaction
3.1.1 Interaction within the Cognitive Paradigm
3.1.2 Interaction within the Sociocultural Theoretical Paradigm
3.2 The Role of Tasks and Activities in Interaction
3.2.1 Tasks and Activities fi-om a Psycholinguistic Perspective
3.2.2 Tasks and Activities from a Sociocultural Perspective
3.3 Peer Talk
3.3.1 Definition of Peer Talk
3.3.2 Peer Talk as a Type of Spoken Interaction
3.3.3 Research Revealing the Features of Peer Talk
3.4 The Conceptual Framework of the Current Study
3.4.1 Components of the Conceptual Framework
3.4.2 Relations among These Components
3.5 Summary
CHAPTER FOUR METHODOLOGY
4.1 Introduction
4.2 A Case Study
4.3 Selection of the Setting and the Participants
4.3.1 The Sampling
4.3.2 The Setting
4.3.3 The Participants
4.4 Data Collection and Data Analysis
4.4.1 Data Collection
4.4.2 Data Analysis
4.5 Trustworthiness
4.5.1 Thick Description
4.5.2 Member Checking
4.5.3 Peer Debriefing
4.5.4 Self Reflexivity
4.5.5 Ethical Concerns
4.6 Summary
CHAPTER FIVE CONTEXT AND PARTICIPANTS
5.1 ELT in China
5.2 The School Context
5.2.1 The School
5.2.2 The Features of the School Context
5.2.3 The Moving of the English Immersion Teachers' Office
5.3 The Participants
5.3.1 The Teacher Participant Ouya
5.3.2 Teacher Ouya's Challenges
5.3.3 Teacher Ouya's Practice of English Immersion
5.3.4 The Student Participants
5.3.5 The Students' Attitudes towards English and the English Teacher
5.3.6 The Teacher-student Relationship
5.4 Summary
5.5 Preview of the Data Chapters
CHAPTER SIX ACTIVITY TYPE AND PEER TALK
6.1 Activity and Activity Types
6.2 Categorization of the Student Activities
6.3 Variations of the Non-communicative Activities
6.3.1 Variations of RP and Peer Talk
6.3.2 Variations of QA and Peer Talk
6.3.3 Variations of Conversation and Peer Talk
6.4 Summary
CHAPTER SEVEN THE NATURE OF ACTIVITY AND STUDENT AGENCY
7.1 The Dynamic and Situated Nature of Activity and Agency
7.2 Different Activities Emerging from the Same Task
7.2.1 The Teacher-assigned Task
7.2.2 Different Activities Conducted by the Students
7.2.3 Comparison of the Three Groups of Students within the Activity System
7.3 Different Roles Emerging in the Same Activity
7.3.1 Acting as a Tutor, a Learner, a Proposer, and a Defender
7.3.2 Dynamic Role Relations of Peer Interlocutors in the Activity
7.4 Learning Opportunities in Side-task/Off-task Activities
7.4.1 Liuliu and Changqing's Side-task Even Off-task Talk for Learning
7.4.2 Liuliu and Changqing's Off-task Small Talk for Fun
7.5 Summary
CHAPTER EIGHT FORMS OF MEDIATION
8.1 Mediation and Mediational Means
8.2 Categorization of the Mediational Means in the Current Study
……
CHAPTER NINE DISCUSSION
CHAPTER TEN CONCLUSION
REFERENCES
APPENDIX
文摘
版权页：
Conversation seemed to encourage the learners' more willing and thorough participation in communication. Nunan's (2004) notes that the key feature of conversation is the flexibility it allows one to choose topics, which may make learners participate more actively Consistent with Nunan's (2004)statement, Valcarcel (1995) suggests that conversation features flexible choices on topics of dialogue, either by following cues or addressing the authentic topics.
Flexibility over topics and bridging to authentic topics were both apparent in these conversations. Flexibility over topics, especially "real-life"topics where the students could apply what they had learned in practice, seemed to encourage the students to take risks in communicating with their peer interlocutors.
梁小华所著的《活动对学生语言交流的介入作用：我国英语沉浸式教学的调查与研究》以“社会活动理论”为理论框架，研究了我国沉浸式环境中，活动对学生语言交流的介人作用，详细地分析了学生活动类型和学生语言交流的特点，讨论了学生活动的多变性和灵活性、学生在活动中表现出的主观能动性以及学生活动介入的多层面性。本书重视实证研究，并对调查数据展开详细的分析。数据采集主要通过观察和访谈，分析方法主要是采用口头语言话语分析的方法和技巧。
目录
CHAPTER ONE INTRODUCTION
1.1 Motivation for the Current Study
1.2 ELT in China
1.2.1 Policy of ELT: An Overview
1.2.2 Development of the English Language Teaching Syllabi for Secondary Schools
1.2.3 Reform of the Curriculum
1.2.4 Changes and Challenges Encountered in ELT
1.2.5 The First English Immersion Program in China-the CCUEI
1.3 Aim of the Study and Research Questions
1.4 Significance of the Study
1.5 Outline of the Thesis
CHAPTER TWO IMMERSION EDUCATION
2.1 Immersion Education in Canada
2.1.1 Definition of Immersion
2.1.2 Features of Immersion
2.1.3 Varieties of Immersion Programs
2.9 Immersion Education in Other Western countries
2.3 English Immersion Program in China--the CCUEI
2.3.1 Characteristics of the CCUEI
2.3.2 Research on the CCUEI Program
2.4 Challenges to Immersion Education Worldwide
2.5 Research Gap
2.6 Summary
CHAPTER THREE INTERACTION, ACTMTY AND PEER TALK
3.1 Cognitive and Sociocultural Paradigms in Interaction
3.1.1 Interaction within the Cognitive Paradigm
3.1.2 Interaction within the Sociocultural Theoretical Paradigm
3.2 The Role of Tasks and Activities in Interaction
3.2.1 Tasks and Activities fi-om a Psycholinguistic Perspective
3.2.2 Tasks and Activities from a Sociocultural Perspective
3.3 Peer Talk
3.3.1 Definition of Peer Talk
3.3.2 Peer Talk as a Type of Spoken Interaction
3.3.3 Research Revealing the Features of Peer Talk
3.4 The Conceptual Framework of the Current Study
3.4.1 Components of the Conceptual Framework
3.4.2 Relations among These Components
3.5 Summary
CHAPTER FOUR METHODOLOGY
4.1 Introduction
4.2 A Case Study
4.3 Selection of the Setting and the Participants
4.3.1 The Sampling
4.3.2 The Setting
4.3.3 The Participants
4.4 Data Collection and Data Analysis
4.4.1 Data Collection
4.4.2 Data Analysis
4.5 Trustworthiness
4.5.1 Thick Description
4.5.2 Member Checking
4.5.3 Peer Debriefing
4.5.4 Self Reflexivity
4.5.5 Ethical Concerns
4.6 Summary
CHAPTER FIVE CONTEXT AND PARTICIPANTS
5.1 ELT in China
5.2 The School Context
5.2.1 The School
5.2.2 The Features of the School Context
5.2.3 The Moving of the English Immersion Teachers' Office
5.3 The Participants
5.3.1 The Teacher Participant Ouya
5.3.2 Teacher Ouya's Challenges
5.3.3 Teacher Ouya's Practice of English Immersion
5.3.4 The Student Participants
5.3.5 The Students' Attitudes towards English and the English Teacher
5.3.6 The Teacher-student Relationship
5.4 Summary
5.5 Preview of the Data Chapters
CHAPTER SIX ACTIVITY TYPE AND PEER TALK
6.1 Activity and Activity Types
6.2 Categorization of the Student Activities
6.3 Variations of the Non-communicative Activities
6.3.1 Variations of RP and Peer Talk
6.3.2 Variations of QA and Peer Talk
6.3.3 Variations of Conversation and Peer Talk
6.4 Summary
CHAPTER SEVEN THE NATURE OF ACTIVITY AND STUDENT AGENCY
7.1 The Dynamic and Situated Nature of Activity and Agency
7.2 Different Activities Emerging from the Same Task
7.2.1 The Teacher-assigned Task
7.2.2 Different Activities Conducted by the Students
7.2.3 Comparison of the Three Groups of Students within the Activity System
7.3 Different Roles Emerging in the Same Activity
7.3.1 Acting as a Tutor, a Learner, a Proposer, and a Defender
7.3.2 Dynamic Role Relations of Peer Interlocutors in the Activity
7.4 Learning Opportunities in Side-task/Off-task Activities
7.4.1 Liuliu and Changqing's Side-task Even Off-task Talk for Learning
7.4.2 Liuliu and Changqing's Off-task Small Talk for Fun
7.5 Summary
CHAPTER EIGHT FORMS OF MEDIATION
8.1 Mediation and Mediational Means
8.2 Categorization of the Mediational Means in the Current Study
……
CHAPTER NINE DISCUSSION
CHAPTER TEN CONCLUSION
REFERENCES
APPENDIX
文摘
版权页：
Conversation seemed to encourage the learners' more willing and thorough participation in communication. Nunan's (2004) notes that the key feature of conversation is the flexibility it allows one to choose topics, which may make learners participate more actively Consistent with Nunan's (2004)statement, Valcarcel (1995) suggests that conversation features flexible choices on topics of dialogue, either by following cues or addressing the authentic topics.
Flexibility over topics and bridging to authentic topics were both apparent in these conversations. Flexibility over topics, especially "real-life"topics where the students could apply what they had learned in practice, seemed to encourage the students to take risks in communicating with their peer interlocutors.
| ISBN | 7544628051,9787544628051 |
|---|---|
| 出版社 | 上海外语教育出版社 |
| 作者 | 梁小华 |
| 尺寸 | 32 |