英語課堂話語分析與“支架”式教學
- 所屬分類：
英語學術著..
- 作者：
李丹麗 著
- 出版社：
武漢大學出版社
- ISBN：9787307097292
- 出版日期：2012-5-1
-
原價：
￥32.00元
現價：￥25.40元
圖書簡介
《英語課堂話語分析與支架式教學》(作者李丹麗)運用社會文化理論視角，以話語分析為主體的定性分析方法和定量分析方法相結合，探索中國高校(內地和香港)的大學生在英語課堂師生互動過程中的交際話語如何服務于目標語學習。
目錄
LIST OF TABLES AND FIGURES
ABBREVIATIONS
FOREWORD
CHAPTER 1 INTRODUCTION
1.1 Background
1.1.1 Theoretical Background
1.1.2 English Language Learning in the Chinese Context
1.2 A Brief Review of Literature
1.3 Purpose of Research
1.4 Outline of the Book
CHAPTER 2 SOCIOCULTURAL PERSPECTIVES ON SECOND LANGUAGE LEARNING
2.1 Fundamental Concepts of Sociocultural Theory
2.1.1 The Importance of Social Interaction
2.1.2 The Zone of Proximal Development( ZPD)
2.1.2.1 The Definition of ZPD
2.1.2.2 The Role of ZPD
2.1.3 Scaffolding
2.1.3.1 The Definition of Scaffolding
2.1.3.2 The Role of Scaffolding
2.1.3.3 Features of Scaffolding
2.2 Research on Scaffolding, ZPD and Second Language Learning
2.2.I Research on Scaffolding in Expert-novice and Peer-peer
Interaction
2.2.1.1 Research on Scaffolding in Expert-novice Interaction
2.2.1.2 Research on Scaffolding in Peer-peer Interaction
2.2.2 Research on the Zone of Proximal Development( ZPD)
2.2.2.1 Research on ZPD in Expert-novice Interaction
2.2.2.2 Research on ZPD in Peer-peer Interaction
2.3 Research Gap
2.4 Research Questio
CHAPTER 3 RESEARCH METHODS AND DESIGN
3.1 Design
3.I.I Grouping
3.1.2 Pre-task Interview
3.1.3 Pre-test and Post-test
3.2 Participants' Profiles
3.2.I Students' Profiles
3.2.2 Teache' Profiles
3.3 Pedagogic Task
3.3.1 Focus of the Grammatical Form
3.3.2 The Task
3.4 Data Collection Procedures
3.5 Data Analysis
3.5.1 Procedures of Data Analysis
3.5.2 Analysis of the Discoue
3.5.2.1 Identifying Scaffolding Episodes
3.5.2.2 Coding and Quantifying Scaffolding Types in Episodes
3.5.2.3 Coistency
3.5.3 Tracription Conventio
3.5.4 Operational Definitio of Coding Categories
CHAPTER 4, MICROGENETIC ANALYSIS OF THE CLASSROOM DISCOURSE
4.1 Scaffolding in Clarifying the Meaning of Key Words, Sentence,
or Paragraph
4.1.I Scaffolding in Student-student Interaction
4.1.1.1 Clarifying Meaning at Word Level
4.1.1.2 Clarifying Meaning at Sentence Level
4.1.1.3 Clarifying Meaning at Paragraph Level
4.1.2 Scaffolding in Teacher-student Interaction
4.1.2.1 Clarifying Meaning at Word Level
4.1.2.2 Clarifying Meaning at Sentence Level
4.1.2.3 Clarifying Meaning at Paragraph Level
4.I.3 Scaffolding in Teacher-student + student-student Interaction
4.1.3.1 Clarifying Meaning at Word Level
4.1.3.2 Clarifying Meaning at Sentence Level
4.1.3.3 Clarifying Meaning at Paragraph Level
4.2 Scaffolding in Noticing the Form
4.2.1 Scaffolding in Student-student Interaction
4.2.2 Scaffolding in Teacher-student Interaction
4.2.3 Scaffolding in Teacher-student + student-student Interaction
4.2.3.1 Teacher Acting as a Facilitator or Encourager
4.2.3.2 Teacher Acting as a Guide or Supervisor
CHAPTER 5 QUANTITATIVE RESULTS
5.1 Quantitative Analysis of Scaffolding Episodes
5.I.1 Quantifying Scaffolding Episodes
5.1.2 Quantifying Scaffolding Functio
5.1.2.1 Distribution of Each Scaffolding Function in Total
Episodes
5.1.2.2 Occurrence of Each Scaffolding Function in Each Setting
5.2 Statistical Analysis of Results from Pre-test and Post-test
5.3 Report on the Students' Revised Writings
5.3.1 Exemplification of Correct and Incorrect Target Forms in
Students Writings
S.3.2 Comparison of the Number of Correct Target Forms in Three
Settings
5.4 Summary of Students' English Learning Experience from
Interview
CHAPTER 6 DISCUSSION
6.1 The Role of Scaffolding When Focusing on Form
6.2 The Impact of Scaffolding on Learning the Target Form in the
Three Classroom Settings
6.2.1 Teacher-student + student-student Interaction
6.2.1.1 The Most Effective Setting
6.2.1.2 The Most Conducive Pathway to Learn Grammatical Forms
6.2.1.3 High Quality of Scaffolding Functio
6.2.2 Teacher-student Interaction
6.2.2.1 The Second Effective Setting
6.2.2.2 An Alternative Pathway to Learn Grammatical Forms
6.2.2.3 Lower Quality of Scaffolding Functio
6.2.3 Student-student Interaction
6.2.3.1 The Least Effective Setting
6.2.3.2 An Alternative Pathway to Learn Grammatical Forms
6.2.3.3 Lowest Quality of Scaffolding Functio
6.3 Implicatio of the Study
6.3.1 Implicatio for Sociocultural Theory
6.3.2 Pedagogical Implicatio for Classroom Language Learning
CHAPTER 7 CONCLUSION
7.1 Summary of the Findings
7.2 Significance of the Study
7.3 Limitatio of the Study
7.4 Recommendatio for Future Research
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
Bibliography
《英語課堂話語分析與支架式教學》(作者李丹麗)運用社會文化理論視角，以話語分析為主體的定性分析方法和定量分析方法相結合，探索中國高校(內地和香港)的大學生在英語課堂師生互動過程中的交際話語如何服務于目標語學習。
LIST OF TABLES AND FIGURES ABBREVIATIONS FOREWORD CHAPTER 1 INTRODUCTION 1.1 Background 1.1.1 Theoretical Background 1.1.2 English Language Learning in the Chinese Context 1.2 A Brief Review of Literature 1.3 Purpose of Research 1.4 Outline of the Book CHAPTER 2 SOCIOCULTURAL PERSPECTIVES ON SECOND LANGUAGE LEARNING 2.1 Fundamental Concepts of Sociocultural Theory 2.1.1 The Importance of Social Interaction 2.1.2 The Zone of Proximal Development( ZPD) 2.1.2.1 The Definition of ZPD 2.1.2.2 The Role of ZPD 2.1.3 Scaffolding 2.1.3.1 The Definition of Scaffolding 2.1.3.2 The Role of Scaffolding 2.1.3.3 Features of Scaffolding 2.2 Research on Scaffolding, ZPD and Second Language Learning 2.2.I Research on Scaffolding in Expert-novice and Peer-peer Interaction 2.2.1.1 Research on Scaffolding in Expert-novice Interaction 2.2.1.2 Research on Scaffolding in Peer-peer Interaction 2.2.2 Research on the Zone of Proximal Development( ZPD) 2.2.2.1 Research on ZPD in Expert-novice Interaction 2.2.2.2 Research on ZPD in Peer-peer Interaction 2.3 Research Gap 2.4 Research Questio CHAPTER 3 RESEARCH METHODS AND DESIGN 3.1 Design 3.I.I Grouping 3.1.2 Pre-task Interview 3.1.3 Pre-test and Post-test 3.2 Participants' Profiles 3.2.I Students' Profiles 3.2.2 Teache' Profiles 3.3 Pedagogic Task 3.3.1 Focus of the Grammatical Form 3.3.2 The Task 3.4 Data Collection Procedures 3.5 Data Analysis 3.5.1 Procedures of Data Analysis 3.5.2 Analysis of the Discoue 3.5.2.1 Identifying Scaffolding Episodes 3.5.2.2 Coding and Quantifying Scaffolding Types in Episodes 3.5.2.3 Coistency 3.5.3 Tracription Conventio 3.5.4 Operational Definitio of Coding Categories CHAPTER 4, MICROGENETIC ANALYSIS OF THE CLASSROOM DISCOURSE 4.1 Scaffolding in Clarifying the Meaning of Key Words, Sentence, or Paragraph 4.1.I Scaffolding in Student-student Interaction 4.1.1.1 Clarifying Meaning at Word Level 4.1.1.2 Clarifying Meaning at Sentence Level 4.1.1.3 Clarifying Meaning at Paragraph Level 4.1.2 Scaffolding in Teacher-student Interaction 4.1.2.1 Clarifying Meaning at Word Level 4.1.2.2 Clarifying Meaning at Sentence Level 4.1.2.3 Clarifying Meaning at Paragraph Level 4.I.3 Scaffolding in Teacher-student + student-student Interaction 4.1.3.1 Clarifying Meaning at Word Level 4.1.3.2 Clarifying Meaning at Sentence Level 4.1.3.3 Clarifying Meaning at Paragraph Level 4.2 Scaffolding in Noticing the Form 4.2.1 Scaffolding in Student-student Interaction 4.2.2 Scaffolding in Teacher-student Interaction 4.2.3 Scaffolding in Teacher-student + student-student Interaction 4.2.3.1 Teacher Acting as a Facilitator or Encourager 4.2.3.2 Teacher Acting as a Guide or Supervisor CHAPTER 5 QUANTITATIVE RESULTS 5.1 Quantitative Analysis of Scaffolding Episodes 5.I.1 Quantifying Scaffolding Episodes 5.1.2 Quantifying Scaffolding Functio 5.1.2.1 Distribution of Each Scaffolding Function in Total Episodes 5.1.2.2 Occurrence of Each Scaffolding Function in Each Setting 5.2 Statistical Analysis of Results from Pre-test and Post-test 5.3 Report on the Students' Revised Writings 5.3.1 Exemplification of Correct and Incorrect Target Forms in Students Writings S.3.2 Comparison of the Number of Correct Target Forms in Three Settings 5.4 Summary of Students' English Learning Experience from Interview CHAPTER 6 DISCUSSION 6.1 The Role of Scaffolding When Focusing on Form 6.2 The Impact of Scaffolding on Learning the Target Form in the Three Classroom Settings 6.2.1 Teacher-student + student-student Interaction 6.2.1.1 The Most Effective Setting 6.2.1.2 The Most Conducive Pathway to Learn Grammatical Forms 6.2.1.3 High Quality of Scaffolding Functio 6.2.2 Teacher-student Interaction 6.2.2.1 The Second Effective Setting 6.2.2.2 An Alternative Pathway to Learn Grammatical Forms 6.2.2.3 Lower Quality of Scaffolding Functio 6.2.3 Student-student Interaction 6.2.3.1 The Least Effective Setting 6.2.3.2 An Alternative Pathway to Learn Grammatical Forms 6.2.3.3 Lowest Quality of Scaffolding Functio 6.3 Implicatio of the Study 6.3.1 Implicatio for Sociocultural Theory 6.3.2 Pedagogical Implicatio for Classroom Language Learning CHAPTER 7 CONCLUSION 7.1 Summary of the Findings 7.2 Significance of the Study 7.3 Limitatio of the Study 7.4 Recommendatio for Future Research Appendix Ⅰ Appendix Ⅱ Appendix Ⅲ Appendix Ⅳ Appendix Ⅴ Appendix Ⅵ Appendix Ⅶ Appendix Ⅷ Bibliography
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