英語課堂話語分析與“支架”式教學(xué)
- 所屬分類：
英語學(xué)術(shù)著..
- 作者：
李丹麗 著
- 出版社：
武漢大學(xué)出版社
- ISBN：9787307097292
- 出版日期：2012-5-1
-
原價：
￥32.00元
現(xiàn)價：￥0.00元
-
本書信息由合作網(wǎng)站提供，請前往以下網(wǎng)站購買： 京東商城
當(dāng)當(dāng)網(wǎng)
圖書簡介
《英語課堂話語分析與支架式教學(xué)》(作者李丹麗)運(yùn)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(jié)合，探索中國高校(內(nèi)地和香港)的大學(xué)生在英語課堂師生互動過程中的交際話語如何服務(wù)于目標(biāo)語學(xué)習(xí)。
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(xué)》(作者李丹麗)運(yùn)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(jié)合，探索中國高校(內(nèi)地和香港)的大學(xué)生在英語課堂師生互動過程中的交際話語如何服務(wù)于目標(biāo)語學(xué)習(xí)。
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
同類熱銷圖書
| 書名 | 作者 | 出版社 | 價格 | 購買 |
| 如何巧妙設(shè)計(jì)英語課堂(劍橋英語課堂教學(xué)系列)——英語教師.. | （英）伍德.. | 外語教學(xué)與研究出.. | ￥34.90￥28.50 |
詳情 |
| 演講的藝術(shù)(第十版/中國版)(配CD-ROM光盤)——全球演講圣.. | （美）盧卡.. | 外語教學(xué)與研究出.. | ￥48.90￥40.00 |
詳情 |
| 新編簡明英語語言學(xué)教程學(xué)習(xí)指南 （戴煒棟、何兆熊版《新.. | 牟楊 主編 | 西南交大 | ￥14.00￥9.40 |
詳情 |
| 怎樣教英語(新版)(語言學(xué)文庫)——中國規(guī)模最大最具影響力.. | （英）哈默.. | 外語教學(xué)與研究出.. | ￥27.90￥22.80 |
詳情 |
| 新編簡明英語語言學(xué)教程（第2版）學(xué)習(xí)指南 （配套戴煒棟、.. | 牟楊 著 | 西南交通大學(xué)出版.. | ￥21.00￥15.80 |
詳情 |
| 漢英對比語言學(xué) | 陳德彰 編.. | 外語教學(xué)與研究出.. | ￥45.90￥36.20 |
詳情 |
| 如何設(shè)計(jì)課堂泛讀活動(劍橋英語課堂教學(xué)系列)——英語教師.. | （英）班福.. | 外語教學(xué)與研究出.. | ￥29.00￥23.20 |
詳情 |
| 如何使用影像材料進(jìn)行課堂教學(xué)(劍橋英語課堂教學(xué)系列)——.. | （英）舍曼.. | 外語教學(xué)與研究出.. | ￥37.00￥29.60 |
詳情 |
| 如何開展個性化課堂教學(xué)(劍橋英語課堂教學(xué)系列)——英語教.. | （英）格里.. | 外語教學(xué)與研究出.. | ￥22.90￥18.30 |
詳情 |
| 在語境中教語言(圣智英語教師叢書) | （美）赫德.. | 外語教學(xué)與研究出.. | ￥58.90￥48.10 |
詳情 |
| 英語語音學(xué)與音系學(xué)實(shí)用教程(語言學(xué)文庫-第3輯)——中國規(guī).. | （英）羅奇.. | 外語教學(xué)與研究出.. | ￥39.90￥31.90 |
詳情 |
| 美英報(bào)刊導(dǎo)讀（第二版） | 周學(xué)藝 編.. | 北京大學(xué)出版社 | ￥56.00￥47.80 |
詳情 |
| 語料庫應(yīng)用教程——全國高等學(xué)校外語教師教學(xué)實(shí)踐系列(附.. | 梁茂成，李.. | 外語教學(xué)與研究出.. | ￥43.90￥35.90 |
詳情 |
| 英語史 | 李賦寧 編.. | 商務(wù)印書館 | ￥29.00￥25.10 |
詳情 |
| 網(wǎng)絡(luò)外語教學(xué)理論與設(shè)計(jì) | 張紅玲 等.. | 上海外語教育出版.. | ￥50.00￥39.90 |
詳情 |
| 哈姆雷特（莎士比亞作品解讀叢書·英文影印插圖版） | （英）湯普.. | 中國人民大學(xué)出版.. | ￥39.00￥29.30 |
詳情 |
| 西方語言學(xué)流派(新)——介紹西方語言學(xué)流派的最新力作 | 劉潤清 編.. | 外語教學(xué)與研究出.. | ￥29.90￥23.90 |
詳情 |
| 錢鐘書英文文集 | 錢鍾書 ?. | 外語教學(xué)與研究出.. | ￥43.90￥35.10 |
詳情 |
| 英語教學(xué)設(shè)計(jì) | 魯子問，康.. | 華東師范大學(xué)出版.. | ￥33.00￥26.40 |
詳情 |
| 高校與中學(xué)英語教師合作行動研究的實(shí)踐探索 | 王薔，張虹.. | 上海教育出版社 | ￥40.00￥32.00 |
詳情 |
| 英漢詞匯對比研究（復(fù)旦博學(xué)·語言學(xué)系列） | 蔡基剛 著 | 復(fù)旦大學(xué)出版社 | ￥30.00￥23.80 |
詳情 |
| 基于語料庫的語言研究與教學(xué)應(yīng)用 | 潘潘 著 | 中國社會科學(xué)出版.. | ￥47.00￥37.60 |
詳情 |
| 任務(wù)型語言教學(xué) | （澳）紐南.. | 外語教學(xué)與研究出.. | ￥34.00￥27.20 |
詳情 |
| 現(xiàn)代外語教學(xué)與研究（2012） | 吳江梅 等.. | 中國人民大學(xué)出版.. | ￥45.00￥34.00 |
詳情 |
| 英語習(xí)語的文化內(nèi)涵及其語用研究 | 張鎮(zhèn)華 等.. | 外語教學(xué)與研究出.. | ￥32.90￥24.70 |
詳情 |
