基于英語(yǔ)詞匯教學(xué)中策略訓(xùn)練的行動(dòng)研究 版權(quán)信息
- ISBN:9787518055036
- 條形碼:9787518055036 ; 978-7-5180-5503-6
- 裝幀:一般膠版紙
- 冊(cè)數(shù):暫無(wú)
- 重量:暫無(wú)
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基于英語(yǔ)詞匯教學(xué)中策略訓(xùn)練的行動(dòng)研究 本書特色
詞匯能力無(wú)疑是構(gòu)成外語(yǔ)交際能力的首要維度。《基于英語(yǔ)詞匯教學(xué)中策略訓(xùn)練的行動(dòng)研究》以行動(dòng)研究為理論框架,深入探討策略訓(xùn)練之于詞匯教學(xué)的重要意義。具體來(lái)看,全書旨在通過(guò)假設(shè)驗(yàn)證實(shí)現(xiàn)“先診后治”的寫作目的。在*階段,詞匯廣度測(cè)試結(jié)果證實(shí)了*個(gè)假設(shè),即:參與學(xué)生的整體被動(dòng)詞匯量比較有限。接下來(lái),通過(guò)質(zhì)性的研究手段,另外兩個(gè)假設(shè)得以成立:首先,參與學(xué)生對(duì)詞匯習(xí)得策略認(rèn)識(shí)模糊、難以運(yùn)用;其次,從策略訓(xùn)練的標(biāo)準(zhǔn)出發(fā),效率不高的詞匯講授至少要對(duì)同樣效率不高的詞匯習(xí)得負(fù)部分責(zé)任。第二階段在兩個(gè)班級(jí)之間開(kāi)展實(shí)驗(yàn)并得出如下結(jié)論:兩個(gè)班級(jí)差異顯著,其中基于策略訓(xùn)練的創(chuàng)新教法在數(shù)據(jù)上優(yōu)于傳統(tǒng)教法。第四個(gè)假設(shè)即檢驗(yàn)為真:策略訓(xùn)練確能有效提升詞匯教學(xué)的整體成效,因?yàn)樗兄诩由顚W(xué)生所習(xí)得的詞匯知識(shí)。
基于英語(yǔ)詞匯教學(xué)中策略訓(xùn)練的行動(dòng)研究 內(nèi)容簡(jiǎn)介
詞匯能力無(wú)疑是構(gòu)成外語(yǔ)交際能力的首要維度。本書以行動(dòng)研究為理論框架, 深入探討策略訓(xùn)練之于詞匯教學(xué)的重要意義。具體來(lái)看, 全書旨在通過(guò)假設(shè)驗(yàn)證實(shí)現(xiàn)“先診后治”的寫作目的。
基于英語(yǔ)詞匯教學(xué)中策略訓(xùn)練的行動(dòng)研究 目錄
1.1 Background of the study
1.2 Rationale for the study
1.3 Viewpoint of the study
1.4 Significance of the study
1.5 Organization of the dissertation
Chapter Two Literature Review
2.1 Introduction
2.2 Action research
2.2.1 Definition
2.2.2 Significance
2.2.3 Process
2.3 EFL lexical acquisition of undergraduates in China
2.4 Lexicai acquisition strategies
2.5 Strategy training of lexical acquisition
2.6 Lexical testing instruments
2.6.1 Vocabulary breadth testing
2.6.2 Vocabulary depth testing
2.7 Chapter summary
Chapter Three Methodology
3.1 Introduction
3.2 An overview of research design
3.2.1 Research cycle
3.2.2 Participants & ethical considerations
3.2.3 Textbook & pedagogy
3.2.4 Procedures for data collection
3.2.5 Methods of data analysis
3.3 Chapter summary
Chapter Four Preparation as Stage One
4.1 Introduction
4.2 Confirming a problem & proposing hypotheses
4.3 Making investigations & reconfirming the problem
4.4 Developing an action plan
4.5 Chapter summary
Chapter Five Execution as Stage Two
5.1 Introduction
5.2 Pre-testing & post-testing
5.3 Differentiated teaching
5.4 Chapter summary
Chapter Six Reflection as Stage Three
6.1 Introduction
6.2 Analyzing data & evaluating effects
6.3 Chapter summary
Chapter Seven Suggestions for EFL Teaching Material Development
7.1 Introduction
7.2 An overview
7.3 Lexical input
7.4 Lexical intake
7.5 Lexical output
7.6 Chapter summary
Chapter Eight Conclusion
8.1 Summary of the study
8.2 Pedagogical implications
8.3 Limitations of the study
8.4 Suggestions for further studies
8.5 Concluding remarks
Bibliography
Appendices
Appendix One Vocabulary Size Test: Version A
Appendix Two Vocabulary Size Test: Version B
Appendix Three Vocabulary Size Test: Version C
Appendix Four Results of VST (Version A)
Appendix Five Results of VST (Version B)
Appendix Six Results of VST (Version C)
Appendix Seven One student sample of reflective journal
Appendix Eight One student sample of VKS testing
Appendix Nine Results ofVKS pre-testing (first round)
Appendix Ten Results of VKS post-testing (first round)
Appendix Eleven Results ofVKS pre-testing (second round)
Appendix Twelve Results of VKS post-testing (second round)
基于英語(yǔ)詞匯教學(xué)中策略訓(xùn)練的行動(dòng)研究 作者簡(jiǎn)介
戴家琪,上海外國(guó)語(yǔ)大學(xué)英語(yǔ)語(yǔ)言文學(xué)博士,上海對(duì)外經(jīng)貿(mào)大學(xué)副教授、大學(xué)英語(yǔ)教研室主任,主要研究興趣為英語(yǔ)詞匯習(xí)得,迄今已發(fā)表一系列該領(lǐng)域的論文,并出版了相應(yīng)的教材與專著。曾獲2013年“外教社杯”全國(guó)大學(xué)英語(yǔ)教學(xué)比賽冠軍,次年獲評(píng)“上海市十大外語(yǔ)杰出人物”。
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