活动对学生语言交流的介入作用

活动对学生语言交流的介入作用

图书基本信息
出版时间:2012-7
出版社:上海外语教育出版社
作者:梁小华
页数:322
字数:356000
书名:活动对学生语言交流的介入作用
封面图片
活动对学生语言交流的介入作用
内容概要
  《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“社会文化理论,尤其是“活动理论”为框架,以广东省一所采取英语沉浸式教学的私立小学为个案,从学生的视角对我国英语沉浸式教学环境中活动对学生语言交流的介入作用进行研究。《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》具体内容包括:学生活动类型和学生语言交流的特点;学生活动的多变性和灵活性以及学生在活动中表现出的主观能动性;学生活动介入的多层面性。研究结果可为中国的英语教学提供重要参考,并为任务型教学中教学活动的组织与参与提出有价值的建议。
书籍目录
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
2.2 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, ACTIVITY 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 Sociocultmal Theoretical
Paradigm
3.2 The Role of Tasks and Activities in Interaction
3.2.1 Tasks and Activities from a Psycholinguistic
Perspective
3.2.2 Tasks and Activities from a Sociocultural Perspective
3.3 Poor 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 ACTMTY 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
8.3 Multidimensional Mediations in the Current Study
8.3.1 Language Play as Mediation
8.3.2 Peer Assistance as Mediation
8.3.3 The Use of L1 and Code-switching as Mediation
8.3.4 Task as Mediation
8.3.5 Activity Type as Mediation
8.3.6 Subject Contents as Mediation
8.4 Constraints of Mediational Means
8.5 Summary
CHAPTER NINE DISCUSSION
9.1 Introduction
9.2 Main Findings of the Current Study
9.2.1 Findings on the School Context
9.2.2 Findings of the Mediations of Student Activities in Peer
Talk
9.3 Understanding the Mediations of Activities in Peer Talk.
9.3.1 Reflecting on the Interrelationships between Activity Type
and Peer Talk
9.3.2 Reflecting on the Multidimensional Nature of
Mediations.
9.3.3 Reflecting on the Students' Agency in the Activities
9.3.4 Reflecting on the Teacher's Role in the Activities
9.4 Understanding the English Immersion in the School Context
9.4.1 Redefining the Context: A Very Partial English
Immersion.
9.4.2 Reflecting on the Emerging Issues in This English Immersion
Context
9.5 Conceptual Framework Revisited
9.6 Summary
CHAPTER TEN CONCLUSION
10.1 Introduction
10.2 Summary of the Study
10.2.1 Summary of the Aim and the Methodology
10.2.2 Summary of the Findings
10.2.3 Conclusions
10.3 Contributions of the Study
10.4 Implications of the Study
10.4.1 Theoretical Implications
10.4.2 Practical Implications
10.5 Limitations of the Study and Directions for Future
Research
REFERENCES
APPENDIX
章节摘录
  3.1.2.1 The
Vygotskian
Key
Concepts
about
Language
and
Language
Leaming
  Language
and
Language
learning.
Sociocultural
and
cognitive
theories
perceive
language
and
language
learning
from
different
points
of
view.
Language,
more
than
just
a
means
of
communication
(Ellis,
1994),
is
the
most
important
cultural
tool,
and
carries
with
it
the
characteristics
that
mediate
the
human
mind.
It
is
also
the
most
important
psychological
tool,
and
mediates
human
mental
activity
in
learrung
and
in
partiapating
in
various
sociocultural
activities
(Vygotsky,
1978).
Vygotsky
(1981b,
p.136)
draws
an
analogy
between
the
role
of
technical
and
mechanical
tools
and
that
of
psychological
tools,
meaning
cultural
artifacts
such
as
language,
mnemonic
techniques,
algebraic
symbols,
diagrams,
and
schemes,
all
of
which
serve
as
mediational
means
of
the
individual's
mental
activity
(Lantolf&
Appel,
1994a,
p.8).
Psychological
tools,
also
called
symbolic
tools
or
signs
(Lantol,
2000a),
are
internally
oriented,
and
cause
"changes
in
the
behavior
ofother
people
or
oneself"
(Vygotsky,
1978,
p.53).
As
Lantolf
and
Appel
(1994a)
maintain,
tools
that
are
created
under
specific
cultural
and
historical
conditions
carry
with
them
the
characteristics
of
the
culture
by
showing
its
state
and
level
oflabor
activity.
Supporting
these
views,
Mercer
(1995,
2000)
claims
that
language
is
a
tool
people
use
collectively
to
think
together,
to
make
sense
of
experience,
and
to
solve
problems,
while
Gee
(1992)
states
that
language
is
both
a
product
and
a
process
of
social
interaction,
when
examined
from
the
sociocultural
perspective.  Language
learning
is
a
process
that
is
first
soaal,
then
individual
(Mitchell
&
Myles,
1998,
p.147;
Vygotsky,
1978,
1981a).
Situated
in
social
interaction,
language
learning
is
co-constructed
through
scaffolding
and
the
mediation
ofinteraction
in
the
learning
process
(Lantolf
&
Appel, 1994a,
p.9).
Second
language
acquisition
is
similarly
a
socioculturally
mediated
process
rooted
in
social
interaction
(Lantolf&
Thorne,
2006;
Vygotsky,
1978).
According
to
Patthey-Chavez
and
Clare
(1996,
p.517),
to
leam
to
use
a
language
means
to
make
appropriate
choices
about
the
language,
to
accept
the
rules
and
values
which
are
hidden
behind
the
language
and
originate
in
the
larger
community,
and
to
mediate
the
social
relations
implicit
in
the
language.
Sociocultural
theories
contribute
new
meanings
to
interaction
by
defining
language
and
language
learning
in
a
broader
social
and
cultural
sense,
by
proposing
core
concepts
in
learning
and
in
social
interaction,
such
as
the
ZPD,
regulation,
mediation
and
internalization.
To
facilitate
understanding
of
this
research
study,
the
key
concepts
and
terms
are
elaborated
below.  Regulation
and
the
zone
of
proximal
development
(ZPD).
As
mentioned
above,
sociocultural
theories
maintain
that
language
learning
is
interactional,
moving
from
the
social
to
the
individual.
Learning
creates
the
ZPD,
the
space
/n
which
the
learner
achieves
a
new
potential
level
of
development
through
mediation
and
regulation
(Lantolf&
Thorne,
2006;Vygotsky,
1978),
in
a
process
that
develops
dynamically
and
transforms
the
social
context
(Lantolf
&
Thorne,
2006;
Vygotsky, 1978).
Vygotsky
(1978,
pp.85-86)
defines
the
ZPD
as
"the
distance
between
the
actual
developmental
level
as
determined
by
independent
problem
solving
and
the
level
of
potential
development
as
determined
through
problem
solving
under
adult
guidance
or
in
collaboration
with
more
capable
peers";
and
the
actual
developmental
level
as
"the
level
of
development
of
a
child's
mental
functions
that
has
been
established
as
a
result
of
certain
already
completed
development
cycles"
(emphasis
in
the
original).
Collaboration
with
more
capable
peers
(Vygotsky,
1978)
may
cause
transformation
in
the
process
of
internalization
(the
internal
reconstruction
of
external
operations).  ……
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