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數(shù)字故事與中國(guó)大學(xué)生英語(yǔ)口語(yǔ)能力研究
作者：韋啟衛(wèi)
開本：
32開
頁(yè)數(shù)：
269
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數(shù)字故事與中國(guó)大學(xué)生英語(yǔ)口語(yǔ)能力研究 版權(quán)信息
- ISBN：9787569027983
- 條形碼：9787569027983 ; 978-7-5690-2798-3
- 裝幀：一般膠版紙
- 冊(cè)數(shù)：暫無(wú)
- 重量：暫無(wú)
- 所屬分類：>
數(shù)字故事與中國(guó)大學(xué)生英語(yǔ)口語(yǔ)能力研究 內(nèi)容簡(jiǎn)介
《數(shù)字故事與中國(guó)大學(xué)生英語(yǔ)口語(yǔ)能力研究》介紹了如何通過數(shù)字故事（DST）進(jìn)行自主學(xué)習(xí)以提高中國(guó)大學(xué)生英語(yǔ)口能力。以PhotoStory 3數(shù)字故事軟件為自主學(xué)習(xí)工具，在DST自主學(xué)習(xí)活動(dòng)中進(jìn)行自我評(píng)價(jià)、同行評(píng)價(jià)與老師評(píng)價(jià)。研究結(jié)果表明，DST自主學(xué)習(xí)對(duì)提高中國(guó)大學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)效果顯著，與傳統(tǒng)的教學(xué)方法相比，課堂氣氛更加活躍，不僅激發(fā)了學(xué)生的積極性，而且在很大程度上激發(fā)了教師的積極性和參與度。
數(shù)字故事與中國(guó)大學(xué)生英語(yǔ)口語(yǔ)能力研究 目錄
Chapter 1 Introduction
1．1 Background of the study
1．2 Statement of the problem
1．3 Significance of the study
1．4 Purposes of the study
1．5 Research questions
1．6 Definitions of key terms
1．7 Scope of the study
1．8 Summary
Chapter 2 Literature Review
2．1 English speaking skills
2．2 Theory and practice of learner autonomy
2．3 Current practice of DST in education
2．4 Theoretical framework of the study
2．5 Summary
Chapter 3 Methodology
3．1 Research design
3．2 Research instruments
3．3 Pedagogical procedures
3．4 Data collection procedures
3．5 Data analysis
3．6 Summary
Chapter 4 Results and Discussion
4．1 Assessment of speaking
4．2 Students' reflections of the DST intervention
4．3 Teacher's perceptions of the DST intervention
4．4 Self-， peer- and teacher-assessments
4．5 Successful and less successful learners' perceptions of LA
4．6 Student diaries
4．7 Answers to research questions
4．8 Reflections on application of DST for improving speaking skills
4．9 Summary
Chapter 5 Conclusions， Implications and Recommendations
5．1 Summary of the study
5．2 Pedagogical implications
5．3 Theoretical implications
5．4 Limitations of the study
5．5 Recommendations for further research
References
Appendices
Curriculum Vitae
1．1 Background of the study
1．2 Statement of the problem
1．3 Significance of the study
1．4 Purposes of the study
1．5 Research questions
1．6 Definitions of key terms
1．7 Scope of the study
1．8 Summary
Chapter 2 Literature Review
2．1 English speaking skills
2．2 Theory and practice of learner autonomy
2．3 Current practice of DST in education
2．4 Theoretical framework of the study
2．5 Summary
Chapter 3 Methodology
3．1 Research design
3．2 Research instruments
3．3 Pedagogical procedures
3．4 Data collection procedures
3．5 Data analysis
3．6 Summary
Chapter 4 Results and Discussion
4．1 Assessment of speaking
4．2 Students' reflections of the DST intervention
4．3 Teacher's perceptions of the DST intervention
4．4 Self-， peer- and teacher-assessments
4．5 Successful and less successful learners' perceptions of LA
4．6 Student diaries
4．7 Answers to research questions
4．8 Reflections on application of DST for improving speaking skills
4．9 Summary
Chapter 5 Conclusions， Implications and Recommendations
5．1 Summary of the study
5．2 Pedagogical implications
5．3 Theoretical implications
5．4 Limitations of the study
5．5 Recommendations for further research
References
Appendices
Curriculum Vitae
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數(shù)字故事與中國(guó)大學(xué)生英語(yǔ)口語(yǔ)能力研究 作者簡(jiǎn)介
韋啟衛(wèi)，graduated from Guizhou Normal University in1991 with a Bachelor of Artsdegree in English Language andLiterature. In 2009， he earned aMaster of Arts in InternationalBusiness English in Dongbei University of Finance &Economics， China. Currently heis Director of Center for International Affairs （CIA） and aprofessor of English Languageand Literature at QNUN. He had been enrolled from 2013 to 2018 in the PhD program of English Language Studies at the School of Foreign Languages，Institute of Social Technology， Suranaree University of Technology， Thailand. His research interests include Chinese Ethnic Minority Languages Studies， English Language Teaching Methodologies， and Learner Autonomy.
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