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英语课堂教师话语的调查与分析
时间:2013-12-04 浏览次数:1706次 无忧论文网
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【中文题名】 英语课堂教师话语的调查与分析 【英文题名】 An Investigation and Analysis on Teacher Talk in EFL Classroom Context 【中文摘要】 自90年代中以来,西方已有不少学者开始提倡进行“教师研究”(TESOL Journal,1994/4),这表明,教师作为教学实施者乃至研究者的作用日益得到再认识,需要加强关于教师课堂行为方面的研究。教师话语(teacher talk)是教师行为的重要组成部分,是指教师在第二语言/外语学习的课堂上为组织和从事教学所使用的语言。 Nunan(1991)指出:“教师话语对课堂教学的组织及学生的语言习得两者都是至为关键的,这不仅因为教学内容只有通过完美的教师话语的组织与传授才能达到理想的教学效果,而且因为它本身还起目的语(target language)使用的示范使用,是 【英文摘要】 Since the mid 1990s, "teacher research" has been advocated by many western researchers (TESOL Journal, 1994 /4). This trend demonstrates the fact that the role teachers play in implementing teaching plans and in researching on teaching processes is gaining an increasing recognition. Then it is necessary for us to strengthen the researches into teachers' classroom behaviors. Teacher talk, one of the crucial parts of teacher behaviors, is the language which teachers use to organize and manage the L2/FL cla 摘要 007-009 Abstract 009-12 Introduction 12-14 Chapter One Theoretical Underpinning 14-28 1.1 Psycholinguistic theory 14-18 1.1.1 Language comprehension 14-16 1.1.2 Language production 16-18 1.2 Cognitive theory 18-27 1.2.1 Anderson's view of language learning 18-22 1.2.2 Production system 22-23 1.2.3 Declarative and procedural knowledge 23-25 1.2.4 Stages of skill acquisition 25-33 1.3 Summary 27-28 Chapter Two Literature Review of Studies on Learning Strategies 28-40 2.1 Research history of learning strategies 28-31 2.2 Definitions of learning strategies 31-32 2.3 Classifications of learning strategies 32-37 2.3.1 Rubin 33-33 2.3.2 Tarone 33-35 2.3.3 O'Malley and Chamot 35-36 2.3.4 Cohen 36-36 2.3.5 Oxford 36-40 2.4 The studies of good language learners 37-40 Chapter Three The Main Factors Affecting Use of Learning Strategies 40-52 3.1 Learner factors 40-49 3.1.1 Beliefs about language learning 40-41 3.1.2 Age 41-42 3.1.3 Sex 42-42 3.1.4 Motivation 42-44 3.1.5 Personal background 44-45 3.1.6 Language aptitude 45-46 3.1.7 Personality 46-47 3.1.8 Learning style 47-49 3.2 Situational factors 49-50 3.2.1 Learning setting 49-50 3.2.2 Learning task 50-54 3.3 Summary 50-52 Chapter Four The Importance of Learning Strategies to English Learning at the Preliminary Stage of Primary School 52-70 4.1 The main psychological and cognitive traits of young learners 52-54 4.2 Applying learning strategies to English learning at the preliminary stage of primary school 54-68 4.2.1 Metacognitive strategies 54-59 4.2.2 Cognitive strategies 59-66 4.2.3 Social and affective strategies 66-70 4.3 Summary 68-70 Chapter Five A Study of the Learning Strategies Used by Young Learners and the Effect of Strategy Training on Their English Learning 70-86 5.1 Survey of the learning strategies used by young learners 70-81 5.1.1 Objectives 70-70 5.1.2 Instruments 70-71 5.1.3 Participants 71-71 5.1.4 Data collection and analysis 71-81 5.1.5 Major findings 81-82 5.2 Learning strategy instruction and training 81-84 5.2.1 Objective 82-82 5.2.2 Participants 82-82 5.2.3 Procedure 82-83 5.2.4 Data analysis and major findings 83-93 5.3 Pedagogical implications 84-84 5.4 Summary 84-93 Conclusion 86-089 Bibliography 089-93 Appendix 93-94
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