英語(yǔ)教學(xué)新發(fā)展研究

第一部分 英語(yǔ)教學(xué)概論 ··························1
第1 章 英語(yǔ)教學(xué)的本質(zhì) ··························3
1.1 英語(yǔ)教學(xué)的學(xué)科關(guān)聯(lián)性 ························4
1.1.1 英語(yǔ)教學(xué)與語(yǔ)言學(xué) ··························4
1.1.2 英語(yǔ)教學(xué)與教育學(xué) ··························14
1.1.3 英語(yǔ)教學(xué)與心理學(xué) ··························15
1.2 英語(yǔ)教學(xué)的目標(biāo) ····························18
1.2.1 語(yǔ)言目標(biāo) ······························19
1.2.2 非語(yǔ)言目標(biāo) ·····························23
第2 章 新時(shí)代英語(yǔ)教學(xué)研究發(fā)展概況 ·················31
2.1 社會(huì)轉(zhuǎn)向 ·······························32
2.1.1 主要觀點(diǎn) ······························32
2.1.2 實(shí)證依據(jù) ······························36
2.1.3 對(duì)教學(xué)與研究的啟示··························39
2.2 多語(yǔ)轉(zhuǎn)向 ·······························41
2.2.1 主要觀點(diǎn) ······························42
2.2.2 實(shí)證依據(jù) ······························44
2.2.3 對(duì)教學(xué)與研究的啟示··························46
2.3 積極情感轉(zhuǎn)向 ·····························48
2.3.1 主要觀點(diǎn) ······························48
2.3.2 實(shí)證依據(jù) ······························50
2.3.3 對(duì)教學(xué)與研究的啟示··························53
2.4 超學(xué)科趨勢(shì) ······························54
2.4.1 主要觀點(diǎn) ······························55
2.4.2 實(shí)證依據(jù) ······························58
2.4.3 對(duì)教學(xué)與研究的啟示··························60
第二部分 英語(yǔ)教學(xué)理論發(fā)展 ·························63
第3 章 國(guó)際英語(yǔ)教學(xué)理論研究新成果 ·················65
3.1 全球化背景下的英語(yǔ)教學(xué) ························65
3.1.1 全球化背景下英語(yǔ)教學(xué)的變革與挑戰(zhàn) ········ 65
3.1.2 全球化背景下英語(yǔ)學(xué)習(xí)者/ 教師身份 ········ 67
3.1.3 全球化背景下英語(yǔ)教學(xué)的中國(guó)視角 ············ 70
3.2 交際教學(xué)法 ······························73
3.2.1 交際教學(xué)法理論基礎(chǔ)··························73
3.2.2 交際教學(xué)法研究新進(jìn)展 ························76
3.2.3 未來研究發(fā)展方向 ··························80
3.3 動(dòng)態(tài)評(píng)估 ·······························82
3.3.1 理論基礎(chǔ) ······························83
3.3.2 動(dòng)態(tài)評(píng)估實(shí)施程序 ··························84
3.3.3 動(dòng)態(tài)評(píng)估研究進(jìn)展 ··························88
3.3.4 未來研究發(fā)展方向 ··························92
第4 章 國(guó)內(nèi)英語(yǔ)教學(xué)理論研究新成果 ·················93
4.1 英語(yǔ)教學(xué)多模態(tài)研究 ··························93
4.1.1 課堂教學(xué)多模態(tài)設(shè)計(jì)與模態(tài)協(xié)同 ················ 93
4.1.2 多元識(shí)讀能力培養(yǎng) ··························97
4.1.3 多模態(tài)英語(yǔ)教學(xué)實(shí)踐研究 ·······················104
4.1.4 學(xué)術(shù)貢獻(xiàn) ······························110
4.1.5 對(duì)教學(xué)與研究的啟示··························11
4.2 英語(yǔ)自主學(xué)習(xí)研究 ···························112
4.2.1 自主學(xué)習(xí)概念及其發(fā)展 ························112
4.2.2 國(guó)內(nèi)英語(yǔ)自主學(xué)習(xí)研究概述 ·····················114
4.2.3 外語(yǔ)類專業(yè)學(xué)生自主學(xué)習(xí)能力界定及其培養(yǎng) ··············116
4.2.4 學(xué)術(shù)貢獻(xiàn) ······························123
4.2.5 對(duì)教學(xué)與研究的啟示··························124
4.3 續(xù)論 ·································126
4.3.1 續(xù)論的產(chǎn)生背景 ···························126
4.3.2 續(xù)論的理論基礎(chǔ) ···························127
4.3.3 續(xù)論的發(fā)展歷程 ···························128
4.3.4 續(xù)論的實(shí)證研究 ···························130
4.3.5 學(xué)術(shù)貢獻(xiàn) ······························135
4.3.6 對(duì)教學(xué)與研究的啟示··························136
4.4 產(chǎn)出導(dǎo)向法 ······························139
4.4.1 產(chǎn)出導(dǎo)向法理論及其發(fā)展 ·······················139
4.4.2 產(chǎn)出導(dǎo)向法的實(shí)證研究 ························146
4.4.3 產(chǎn)出導(dǎo)向法的辯證研究范式 ·····················154
4.4.4 學(xué)術(shù)貢獻(xiàn) ······························156
4.4.5 對(duì)教學(xué)與研究的啟示··························158
第三部分 英語(yǔ)教學(xué)研究方法 ·························161
第5 章 描述性研究 ·····························163
5.1 什么是描述性研究 ···························163
5.1.1 描述性研究的定義及特征 ·······················163
5.1.2 描述性研究的分類 ··························165
5.2 描述性研究的數(shù)據(jù)收集 ·························167
5.2.1 錄音/ 錄像 ·····························167
5.2.2 民族志 ·······························168
5.2.3 課堂觀察 ······························171
5.2.4 訪談 ································174
5.2.5 問卷調(diào)查 ······························176
5.3 描述性研究的數(shù)據(jù)分析 ·························180
5.3.1 輸入互動(dòng)分析 ····························181
5.3.2 會(huì)話分析 ······························183
5.3.3 話語(yǔ)分析 ······························186
5.3.4 扎根理論 ······························189
5.4 描述性研究的信度和效度 ························192
5.4.1 描述性研究的信度 ··························192
5.4.2 描述性研究的效度 ··························192
第6 章 相關(guān)性研究 ·····························195
6.1 什么是相關(guān)性研究 ···························195
6.1.1 相關(guān)性研究的定義及特征 ·······················195
6.1.2 相關(guān)性研究的分類 ··························197
6.2 相關(guān)性研究的數(shù)據(jù)收集 ·························198
6.2.1 自然觀察法 ·····························198
6.2.2 檔案資料法 ·····························198
6.2.3 調(diào)查法 ·······························199
6.3 相關(guān)性研究的數(shù)據(jù)分析 ·························199
6.3.1 相關(guān)分析 ······························199
6.3.2 因子分析 ······························202
6.3.3 多元回歸分析 ····························207
6.3.4 結(jié)構(gòu)方程模型 ····························212
6.4 相關(guān)性研究的信效度分析 ························215
6.4.1 相關(guān)性研究的信度 ··························215
6.4.2 相關(guān)性研究的效度 ··························216
第7 章 實(shí)驗(yàn)研究 ······························217
7.1 什么是實(shí)驗(yàn)研究 ····························217
7.1.1 實(shí)驗(yàn)研究的定義及特征 ························217
7.1.2 實(shí)驗(yàn)研究的分類 ···························218
7.2 實(shí)驗(yàn)研究的數(shù)據(jù)收集 ··························220
7.2.1 誘導(dǎo)式產(chǎn)出 ·····························221
7.2.2 語(yǔ)法判斷任務(wù) ····························221
7.2.3 闡釋性任務(wù) ·····························222
7.2.4 自評(píng)或同伴評(píng)價(jià) ···························224
7.2.5 問卷調(diào)查 ······························225
7.2.6 眼動(dòng)技術(shù) ······························226
7.2.7 自定速閱讀 ·····························227
7.3 實(shí)驗(yàn)研究的數(shù)據(jù)分析 ··························228
7.3.1 描述性數(shù)據(jù)分析 ···························228
7.3.2 推論性數(shù)據(jù)分析 ···························231
7.4 實(shí)驗(yàn)研究的信效度控制 ·························233
7.4.1 實(shí)驗(yàn)研究的信度 ···························233
7.4.2 實(shí)驗(yàn)研究的效度 ···························234
第8 章 英語(yǔ)教學(xué)研究的倫理觀 ······················· 235
8.1 什么是研究倫理 ····························235
8.2 教學(xué)研究中的主要倫理困境 ·······················237
8.3 英語(yǔ)教學(xué)研究中的倫理原則 ·······················240
8.3.1 研究者的研究誠(chéng)信 ··························241
8.3.2 參與者隱私問題 ···························242
8.3.3 知情同意問題 ····························243
8.3.4 有利無害原則 ····························245
8.3.5 公平公正原則 ····························245
8.4 多語(yǔ)和多文化環(huán)境下的研究倫理問題 ·········· 246
8.5 數(shù)字環(huán)境下的研究倫理問題 ·······················247
第四部分 英語(yǔ)教學(xué)實(shí)踐研究 ························249
第9 章 不同模式下的英語(yǔ)教學(xué)實(shí)踐研究 ············· 251
9.1 線下英語(yǔ)教學(xué)實(shí)踐研究 ·························251
9.1.1 學(xué)習(xí)者研究······························251
9.1.2 教師研究·······························259
9.2 線上英語(yǔ)教學(xué)實(shí)踐研究··························263
9.2.1 學(xué)習(xí)者研究······························263
9.2.2 教師研究·······························265
9.2.3 教學(xué)過程研究·····························266
9.3 線上與線下融合式英語(yǔ)教學(xué)實(shí)踐研究········· 268
9.3.1 學(xué)習(xí)者研究······························269
9.3.2 教師研究·······························270
9.3.3 混合教學(xué)模式研究···························271
第10 章 專門用途英語(yǔ)教學(xué)實(shí)踐研究················ 275
10.1 專門用途英語(yǔ)的概念及其發(fā)展歷程··········· 275
10.1.1 專門用途英語(yǔ)的概念·························275
10.1.2 專門用途英語(yǔ)研究發(fā)展歷程 ··················· 277
10.2 專門用途英語(yǔ)教學(xué)現(xiàn)狀研究 ····················· 287
10.2.1 學(xué)習(xí)者研究·····························289
10.2.2 教師研究······························293
10.2.3 教學(xué)過程研究····························302
10.3 專門用途英語(yǔ)教學(xué)與研究的未來發(fā)展方向 ·····305
第五部分 未來展望·····························309
第11 章 英語(yǔ)教學(xué)研究發(fā)展趨勢(shì) ······················311
11.1 從復(fù)雜理論視角探究英語(yǔ)教學(xué)··················· 311
11.1.1 復(fù)雜理論核心理念··························311
11.1.2 復(fù)雜理論視角下的英語(yǔ)教學(xué) ··················· 312
11.2 技術(shù)與英語(yǔ)教學(xué)整合研究 ························314
11.2.1 技術(shù)支撐的英語(yǔ)教學(xué)形式與特征 ············ 314
11.2.2 技術(shù)支撐的英語(yǔ)教學(xué)研究·······················317
11.3 師生能動(dòng)性研究····························318
11.3.1 能動(dòng)性本質(zhì)·····························319
11.3.2 能動(dòng)性研究理論視角·························320
11.3.3 能動(dòng)性研究主要內(nèi)容·························323
11.3.4 能動(dòng)性未來研究趨勢(shì)·························325
11.4 新時(shí)代英語(yǔ)教材研究··························326
11.4.1 英語(yǔ)教材編寫研究··························327
11.4.2 英語(yǔ)教材評(píng)估研究··························327
11.4.3 英語(yǔ)教材與教師發(fā)展關(guān)聯(lián)研究 ··············· 329
參考文獻(xiàn)··································333
術(shù)語(yǔ)表···································407