英語教學新發(fā)展研究

第一部分 英語教學概論 ··························1
第1 章 英語教學的本質 ··························3
1.1 英語教學的學科關聯(lián)性 ························4
1.1.1 英語教學與語言學 ··························4
1.1.2 英語教學與教育學 ··························14
1.1.3 英語教學與心理學 ··························15
1.2 英語教學的目標 ····························18
1.2.1 語言目標 ······························19
1.2.2 非語言目標 ·····························23
第2 章 新時代英語教學研究發(fā)展概況 ·················31
2.1 社會轉向 ·······························32
2.1.1 主要觀點 ······························32
2.1.2 實證依據(jù) ······························36
2.1.3 對教學與研究的啟示··························39
2.2 多語轉向 ·······························41
2.2.1 主要觀點 ······························42
2.2.2 實證依據(jù) ······························44
2.2.3 對教學與研究的啟示··························46
2.3 積極情感轉向 ·····························48
2.3.1 主要觀點 ······························48
2.3.2 實證依據(jù) ······························50
2.3.3 對教學與研究的啟示··························53
2.4 超學科趨勢 ······························54
2.4.1 主要觀點 ······························55
2.4.2 實證依據(jù) ······························58
2.4.3 對教學與研究的啟示··························60
第二部分 英語教學理論發(fā)展 ·························63
第3 章 國際英語教學理論研究新成果 ·················65
3.1 全球化背景下的英語教學 ························65
3.1.1 全球化背景下英語教學的變革與挑戰(zhàn) ········ 65
3.1.2 全球化背景下英語學習者/ 教師身份 ········ 67
3.1.3 全球化背景下英語教學的中國視角 ············ 70
3.2 交際教學法 ······························73
3.2.1 交際教學法理論基礎··························73
3.2.2 交際教學法研究新進展 ························76
3.2.3 未來研究發(fā)展方向 ··························80
3.3 動態(tài)評估 ·······························82
3.3.1 理論基礎 ······························83
3.3.2 動態(tài)評估實施程序 ··························84
3.3.3 動態(tài)評估研究進展 ··························88
3.3.4 未來研究發(fā)展方向 ··························92
第4 章 國內英語教學理論研究新成果 ·················93
4.1 英語教學多模態(tài)研究 ··························93
4.1.1 課堂教學多模態(tài)設計與模態(tài)協(xié)同 ················ 93
4.1.2 多元識讀能力培養(yǎng) ··························97
4.1.3 多模態(tài)英語教學實踐研究 ·······················104
4.1.4 學術貢獻 ······························110
4.1.5 對教學與研究的啟示··························11
4.2 英語自主學習研究 ···························112
4.2.1 自主學習概念及其發(fā)展 ························112
4.2.2 國內英語自主學習研究概述 ·····················114
4.2.3 外語類專業(yè)學生自主學習能力界定及其培養(yǎng) ··············116
4.2.4 學術貢獻 ······························123
4.2.5 對教學與研究的啟示··························124
4.3 續(xù)論 ·································126
4.3.1 續(xù)論的產生背景 ···························126
4.3.2 續(xù)論的理論基礎 ···························127
4.3.3 續(xù)論的發(fā)展歷程 ···························128
4.3.4 續(xù)論的實證研究 ···························130
4.3.5 學術貢獻 ······························135
4.3.6 對教學與研究的啟示··························136
4.4 產出導向法 ······························139
4.4.1 產出導向法理論及其發(fā)展 ·······················139
4.4.2 產出導向法的實證研究 ························146
4.4.3 產出導向法的辯證研究范式 ·····················154
4.4.4 學術貢獻 ······························156
4.4.5 對教學與研究的啟示··························158
第三部分 英語教學研究方法 ·························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 問卷調查 ······························176
5.3 描述性研究的數(shù)據(jù)分析 ·························180
5.3.1 輸入互動分析 ····························181
5.3.2 會話分析 ······························183
5.3.3 話語分析 ······························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 相關性研究 ·····························195
6.1 什么是相關性研究 ···························195
6.1.1 相關性研究的定義及特征 ·······················195
6.1.2 相關性研究的分類 ··························197
6.2 相關性研究的數(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 調查法 ·······························199
6.3 相關性研究的數(shù)據(jù)分析 ·························199
6.3.1 相關分析 ······························199
6.3.2 因子分析 ······························202
6.3.3 多元回歸分析 ····························207
6.3.4 結構方程模型 ····························212
6.4 相關性研究的信效度分析 ························215
6.4.1 相關性研究的信度 ··························215
6.4.2 相關性研究的效度 ··························216
第7 章 實驗研究 ······························217
7.1 什么是實驗研究 ····························217
7.1.1 實驗研究的定義及特征 ························217
7.1.2 實驗研究的分類 ···························218
7.2 實驗研究的數(shù)據(jù)收集 ··························220
7.2.1 誘導式產出 ·····························221
7.2.2 語法判斷任務 ····························221
7.2.3 闡釋性任務 ·····························222
7.2.4 自評或同伴評價 ···························224
7.2.5 問卷調查 ······························225
7.2.6 眼動技術 ······························226
7.2.7 自定速閱讀 ·····························227
7.3 實驗研究的數(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 實驗研究的信效度控制 ·························233
7.4.1 實驗研究的信度 ···························233
7.4.2 實驗研究的效度 ···························234
第8 章 英語教學研究的倫理觀 ······················· 235
8.1 什么是研究倫理 ····························235
8.2 教學研究中的主要倫理困境 ·······················237
8.3 英語教學研究中的倫理原則 ·······················240
8.3.1 研究者的研究誠信 ··························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 英語教學實踐研究 ························249
第9 章 不同模式下的英語教學實踐研究 ············· 251
9.1 線下英語教學實踐研究 ·························251
9.1.1 學習者研究······························251
9.1.2 教師研究·······························259
9.2 線上英語教學實踐研究··························263
9.2.1 學習者研究······························263
9.2.2 教師研究·······························265
9.2.3 教學過程研究·····························266
9.3 線上與線下融合式英語教學實踐研究········· 268
9.3.1 學習者研究······························269
9.3.2 教師研究·······························270
9.3.3 混合教學模式研究···························271
第10 章 專門用途英語教學實踐研究················ 275
10.1 專門用途英語的概念及其發(fā)展歷程··········· 275
10.1.1 專門用途英語的概念·························275
10.1.2 專門用途英語研究發(fā)展歷程 ··················· 277
10.2 專門用途英語教學現(xiàn)狀研究 ····················· 287
10.2.1 學習者研究·····························289
10.2.2 教師研究······························293
10.2.3 教學過程研究····························302
10.3 專門用途英語教學與研究的未來發(fā)展方向 ·····305
第五部分 未來展望·····························309
第11 章 英語教學研究發(fā)展趨勢 ······················311
11.1 從復雜理論視角探究英語教學··················· 311
11.1.1 復雜理論核心理念··························311
11.1.2 復雜理論視角下的英語教學 ··················· 312
11.2 技術與英語教學整合研究 ························314
11.2.1 技術支撐的英語教學形式與特征 ············ 314
11.2.2 技術支撐的英語教學研究·······················317
11.3 師生能動性研究····························318
11.3.1 能動性本質·····························319
11.3.2 能動性研究理論視角·························320
11.3.3 能動性研究主要內容·························323
11.3.4 能動性未來研究趨勢·························325
11.4 新時代英語教材研究··························326
11.4.1 英語教材編寫研究··························327
11.4.2 英語教材評估研究··························327
11.4.3 英語教材與教師發(fā)展關聯(lián)研究 ··············· 329
參考文獻··································333
術語表···································407