教育碩士生學(xué)習(xí)任務(wù)型語(yǔ)言教學(xué)法的研究
發(fā)布時(shí)間：2021-11-19 19:41
作為交際語(yǔ)言教育法（communicative language teaching,簡(jiǎn)稱CLT）的強(qiáng)化模式（Ellis,2003）,任務(wù)型語(yǔ)言教學(xué)法（task-based language teaching,簡(jiǎn)稱TBLT）教學(xué)致力于培養(yǎng)語(yǔ)言學(xué)習(xí)者的語(yǔ)言交際能力。學(xué)習(xí)者在聚焦語(yǔ)言意義的活動(dòng)中,通過完成特定任務(wù),發(fā)展自身的語(yǔ)言交際能力（Ellis&Shintani,2013,p.135）。作為一種在全世界范圍內(nèi)被認(rèn)可的“有效的教學(xué)方法”（Robertson,2014,p.188）,任務(wù)型語(yǔ)言教學(xué)法被寫入許多國(guó)家或地區(qū)的英語(yǔ)課程標(biāo)準(zhǔn),其教學(xué)成效在課堂實(shí)踐中獲得持續(xù)檢驗(yàn)。然而在推廣任務(wù)型教學(xué)的熱潮中,我們無法忽視的一個(gè)事實(shí)是推動(dòng)這項(xiàng)創(chuàng)新性語(yǔ)言教學(xué)法存在一定的難度和阻力（East,2012）。已有研究發(fā)現(xiàn),教師對(duì)TBLT原則理解存在的偏差會(huì)導(dǎo)致教學(xué)活動(dòng)的設(shè)計(jì)不符合任務(wù)型教學(xué)的目標(biāo)。同時(shí),在課堂教學(xué)的實(shí)踐環(huán)節(jié)中,教師個(gè)人的專業(yè)能力也會(huì)影響任務(wù)型語(yǔ)言教學(xué)法的實(shí)施。但是我們并不清楚教師會(huì)出現(xiàn)何種理解偏差,以及教師的何種專業(yè)能力和素養(yǎng)會(huì)影響任務(wù)型教學(xué)的實(shí)施。探究這個(gè)問題的答案對(duì)于針對(duì)性地開發(fā)語(yǔ)言...
【文章來源】：華東師范大學(xué)上海市 211工程院校 985工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：249 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
1.1 Research Orientation
1.2 Significance of the Study
1.3 Overview of the Study
Chapter 2 Theoretical Background
2.1 Sociocultural Theory
2.1.1 General introduction to sociocultural theory
2.1.2 Sociocultural perspectives of teacher learning and teacher education
2.2 Complexity Theory
2.2.1 General introduction to complexity theory
2.2.2 Complex dynamic perspectives of teacher learning and teacher education
Chapter 3 Literature Review
3.1 The Study of Learning to Teach
3.1.1 The theoretical perspectives of learning to teach
3.1.2 The methodology of the studies in learning to teach
3.1.3 Major findings and issues for further studies
3.1.4 Summary
3.2 The Study of Teacher Cognition
3.2.1 The theoretical perspectives of teacher cognition
3.2.2 The methodology of the studies in teacher cognition
3.2.3 Major findings and issues for further studies
3.2.4 Summary
3.3 The Study of Task-Based Language Teaching
3.3.1 The definitions of task
3.3.2 The types of task
3.3.3 TBLT framework
3.3.4 TBLT principles and focus-on-form
3.3.5 Major findings and issues for further studies
3.3.6 Summary
3.4 The Study of Repeated Teaching
3.4.1 The meaning of repeated teaching
3.4.2 Major findings and issues for further studies
3.4.3 Summary
Chapter 4 Research Methodology
4.1 Research Questions
4.2 Research Paradigm
4.3 Research Design
4.4 Research Context
4.5 The Participants
4.6 Repeated Teaching as a Researching Method
4.7 Analyzing framework
4.7.1 The ratings scale of observation framework for teaching and learning
4.7.2 Framework of analysis for teachers' behavior
4.7.3 Framework of analysis for teacher cognition
4.7.4 Framework of focus-on-form episodes
4.8 Data Collection
4.8.1 Classroom observation
4.8.2 Interview
4.8.3 Reflective journal
4.8.4 Teaching designs and resources
4.8.5 Metaphor construction
4.9 Data Analysis
4.9.1 Quantitative analysis
4.9.2 Qualitative analysis
4.10 Verification
4.11 Ethical Considerations
Chapter 5 Findings
5.1 Introduction
5.2 The Learning Process of TBLT Implementation
5.2.1 The overall changes in MEd candidates' teaching
5.2.2 The features of MEd candidates' teaching performance
5.2.3 Summary
5.3 The Difficulties and Strategies
5.3.1 Task design
5.3.2 Activity management
5.3.3 Language management
5.4 Teacher Cognition
5.4.1 Changes in teacher cognition
5.4.2 Attitudes towards learning and implementing TBLT
5.4.3 Metaphorical conceptions of learning and teaching
Chapter 6 Discussion
6.1 The Learning Process in Implementing TBLT
6.1.1 The development of pedagogical understanding
6.1.2 The role of expert teacher educator
6.2 The Difficulties in Implementing TBLT
6.2.1 Understanding TBLT principles
6.2.2 Managing activities/tasks
6.2.3 Managing classroom interaction
6.3 The Strategies to Deal with Difficulties
6.3.1 Learning from repeated teaching
6.3.2 Reading relevant literature
6.3.3 Getting feedback from students
6.4 Potential Constraints in TBLT Implementation
6.4.1 Traditional cultural values in learning and teaching
6.4.2 High-stakes assessments and the influence of school culture
Chapter 7 Conclusions
7.1 Summary of Findings
7.2 Implications for Teacher Education
7.3 Implications for the Future Study
References
Appendix 1 Principles of TBLT
Appendix 2 Practical teaching protocol of KWL
Appendix 3 Practical teaching protocol of Question Master
Appendix 4 Practical teaching protocol of Jigsaw Activity
Appendix 5 Speaking Test
Appendix 6 Metaphor Construction
Appendix 7 A Sample of Metaphor Construction
Appendix 8 The Rating Scale of Teaching Practice
Appendix 9 A Sample of Filed Notes
Appendix 10 Outline of Interview
Appendix 11 Transcriptions of Interviews
Appendix 12 A Sample of Reflective Journal
Appendix 13 A Sample of Teaching Plan
Appendix 14 Transcription System
Appendix 15 The Results of Kendall's W Test (n=24)
Appendix 16 The Results of the Friedman Test
作者簡(jiǎn)歷及在學(xué)期間所取得的科研成果
后記
【參考文獻(xiàn)】：
期刊論文
[1]論外語(yǔ)課堂研究的理論基礎(chǔ)與研究范式——兼評(píng)四項(xiàng)外語(yǔ)課堂研究[J]. 鄒為誠(chéng). 外語(yǔ)與外語(yǔ)教學(xué). 2017(04)
[2]從新手外語(yǔ)教師的課堂教學(xué)行為看教師認(rèn)知的構(gòu)成和作用機(jī)制[J]. 康艷. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2017(02)
[3]任務(wù)型語(yǔ)言教學(xué)中的教師信念和教師主導(dǎo)話語(yǔ)研究[J]. 朱彥,束定芳. 現(xiàn)代外語(yǔ). 2017(01)
[4]英語(yǔ)專業(yè)師范生在重復(fù)性課堂教學(xué)中的教師學(xué)習(xí)研究[J]. 陳爽,鄒為誠(chéng). 中國(guó)外語(yǔ). 2016(03)
[5]專業(yè)學(xué)習(xí)共同體對(duì)外語(yǔ)教師教學(xué)能力發(fā)展的影響研究[J]. 郭燕,徐錦芬. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2016(01)
[6]英語(yǔ)新手教師實(shí)踐性知識(shí)的敘事研究——基于三次重復(fù)性教學(xué)的學(xué)習(xí)經(jīng)歷[J]. 謝佩紜,鄒為誠(chéng). 外語(yǔ)研究. 2015(04)
[7]職前英語(yǔ)教師教育問題探究[J]. 楊魯新. 山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào)(基礎(chǔ)英語(yǔ)教育). 2014(04)
[8]高校英語(yǔ)教師專業(yè)發(fā)展環(huán)境調(diào)查[J]. 顧佩婭,古海波,陶偉. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2014(04)
[9]通過課堂話語(yǔ)分析促進(jìn)外語(yǔ)教師學(xué)習(xí):一項(xiàng)實(shí)證案例研究[J]. 張蓮,王艷. 外語(yǔ)與外語(yǔ)教學(xué). 2014(03)
[10]社會(huì)認(rèn)知主義視域下的外語(yǔ)教師發(fā)展研究新取向[J]. 韓曙花,劉永兵. 外國(guó)教育研究. 2013(11)
本文編號(hào)：3505726
【文章來源】：華東師范大學(xué)上海市 211工程院校 985工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：249 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
1.1 Research Orientation
1.2 Significance of the Study
1.3 Overview of the Study
Chapter 2 Theoretical Background
2.1 Sociocultural Theory
2.1.1 General introduction to sociocultural theory
2.1.2 Sociocultural perspectives of teacher learning and teacher education
2.2 Complexity Theory
2.2.1 General introduction to complexity theory
2.2.2 Complex dynamic perspectives of teacher learning and teacher education
Chapter 3 Literature Review
3.1 The Study of Learning to Teach
3.1.1 The theoretical perspectives of learning to teach
3.1.2 The methodology of the studies in learning to teach
3.1.3 Major findings and issues for further studies
3.1.4 Summary
3.2 The Study of Teacher Cognition
3.2.1 The theoretical perspectives of teacher cognition
3.2.2 The methodology of the studies in teacher cognition
3.2.3 Major findings and issues for further studies
3.2.4 Summary
3.3 The Study of Task-Based Language Teaching
3.3.1 The definitions of task
3.3.2 The types of task
3.3.3 TBLT framework
3.3.4 TBLT principles and focus-on-form
3.3.5 Major findings and issues for further studies
3.3.6 Summary
3.4 The Study of Repeated Teaching
3.4.1 The meaning of repeated teaching
3.4.2 Major findings and issues for further studies
3.4.3 Summary
Chapter 4 Research Methodology
4.1 Research Questions
4.2 Research Paradigm
4.3 Research Design
4.4 Research Context
4.5 The Participants
4.6 Repeated Teaching as a Researching Method
4.7 Analyzing framework
4.7.1 The ratings scale of observation framework for teaching and learning
4.7.2 Framework of analysis for teachers' behavior
4.7.3 Framework of analysis for teacher cognition
4.7.4 Framework of focus-on-form episodes
4.8 Data Collection
4.8.1 Classroom observation
4.8.2 Interview
4.8.3 Reflective journal
4.8.4 Teaching designs and resources
4.8.5 Metaphor construction
4.9 Data Analysis
4.9.1 Quantitative analysis
4.9.2 Qualitative analysis
4.10 Verification
4.11 Ethical Considerations
Chapter 5 Findings
5.1 Introduction
5.2 The Learning Process of TBLT Implementation
5.2.1 The overall changes in MEd candidates' teaching
5.2.2 The features of MEd candidates' teaching performance
5.2.3 Summary
5.3 The Difficulties and Strategies
5.3.1 Task design
5.3.2 Activity management
5.3.3 Language management
5.4 Teacher Cognition
5.4.1 Changes in teacher cognition
5.4.2 Attitudes towards learning and implementing TBLT
5.4.3 Metaphorical conceptions of learning and teaching
Chapter 6 Discussion
6.1 The Learning Process in Implementing TBLT
6.1.1 The development of pedagogical understanding
6.1.2 The role of expert teacher educator
6.2 The Difficulties in Implementing TBLT
6.2.1 Understanding TBLT principles
6.2.2 Managing activities/tasks
6.2.3 Managing classroom interaction
6.3 The Strategies to Deal with Difficulties
6.3.1 Learning from repeated teaching
6.3.2 Reading relevant literature
6.3.3 Getting feedback from students
6.4 Potential Constraints in TBLT Implementation
6.4.1 Traditional cultural values in learning and teaching
6.4.2 High-stakes assessments and the influence of school culture
Chapter 7 Conclusions
7.1 Summary of Findings
7.2 Implications for Teacher Education
7.3 Implications for the Future Study
References
Appendix 1 Principles of TBLT
Appendix 2 Practical teaching protocol of KWL
Appendix 3 Practical teaching protocol of Question Master
Appendix 4 Practical teaching protocol of Jigsaw Activity
Appendix 5 Speaking Test
Appendix 6 Metaphor Construction
Appendix 7 A Sample of Metaphor Construction
Appendix 8 The Rating Scale of Teaching Practice
Appendix 9 A Sample of Filed Notes
Appendix 10 Outline of Interview
Appendix 11 Transcriptions of Interviews
Appendix 12 A Sample of Reflective Journal
Appendix 13 A Sample of Teaching Plan
Appendix 14 Transcription System
Appendix 15 The Results of Kendall's W Test (n=24)
Appendix 16 The Results of the Friedman Test
作者簡(jiǎn)歷及在學(xué)期間所取得的科研成果
后記
【參考文獻(xiàn)】：
期刊論文
[1]論外語(yǔ)課堂研究的理論基礎(chǔ)與研究范式——兼評(píng)四項(xiàng)外語(yǔ)課堂研究[J]. 鄒為誠(chéng). 外語(yǔ)與外語(yǔ)教學(xué). 2017(04)
[2]從新手外語(yǔ)教師的課堂教學(xué)行為看教師認(rèn)知的構(gòu)成和作用機(jī)制[J]. 康艷. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2017(02)
[3]任務(wù)型語(yǔ)言教學(xué)中的教師信念和教師主導(dǎo)話語(yǔ)研究[J]. 朱彥,束定芳. 現(xiàn)代外語(yǔ). 2017(01)
[4]英語(yǔ)專業(yè)師范生在重復(fù)性課堂教學(xué)中的教師學(xué)習(xí)研究[J]. 陳爽,鄒為誠(chéng). 中國(guó)外語(yǔ). 2016(03)
[5]專業(yè)學(xué)習(xí)共同體對(duì)外語(yǔ)教師教學(xué)能力發(fā)展的影響研究[J]. 郭燕,徐錦芬. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2016(01)
[6]英語(yǔ)新手教師實(shí)踐性知識(shí)的敘事研究——基于三次重復(fù)性教學(xué)的學(xué)習(xí)經(jīng)歷[J]. 謝佩紜,鄒為誠(chéng). 外語(yǔ)研究. 2015(04)
[7]職前英語(yǔ)教師教育問題探究[J]. 楊魯新. 山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào)(基礎(chǔ)英語(yǔ)教育). 2014(04)
[8]高校英語(yǔ)教師專業(yè)發(fā)展環(huán)境調(diào)查[J]. 顧佩婭,古海波,陶偉. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2014(04)
[9]通過課堂話語(yǔ)分析促進(jìn)外語(yǔ)教師學(xué)習(xí):一項(xiàng)實(shí)證案例研究[J]. 張蓮,王艷. 外語(yǔ)與外語(yǔ)教學(xué). 2014(03)
[10]社會(huì)認(rèn)知主義視域下的外語(yǔ)教師發(fā)展研究新取向[J]. 韓曙花,劉永兵. 外國(guó)教育研究. 2013(11)
本文編號(hào)：3505726
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