任務(wù)型口語(yǔ)與外語(yǔ)教學(xué)的反饋

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作　者：	王博著
出版社：	中國(guó)社會(huì)科學(xué)出版社
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ISBN：	9787522731285	出版時(shí)間：	2024-03-01	包裝：	平裝-膠訂
開(kāi)本：	16開(kāi)	頁(yè)數(shù)：		字?jǐn)?shù)：

內(nèi)容簡(jiǎn)介

　　高質(zhì)量的教師反饋對(duì)提升中國(guó)大學(xué)生任務(wù)表現(xiàn)和口語(yǔ)能力發(fā)展具有積極作用。在口語(yǔ)展示任務(wù)中，教師反饋的具體內(nèi)容、功能和策略是什么？學(xué)生對(duì)教師反饋的投人情況如何？影響教師反饋和學(xué)生投入的因素有哪些？本書(shū)從心理認(rèn)知、社會(huì)文化和社會(huì)建構(gòu)視角構(gòu)建理論框架，追蹤2名英語(yǔ)教師和6名學(xué)生在18周的口語(yǔ)展示任務(wù)，通過(guò)收集并分析課堂觀察、口語(yǔ)展示錄像、刺激回憶、半結(jié)構(gòu)式訪談、反思日志等數(shù)據(jù)，對(duì)上述問(wèn)題進(jìn)行了定性考察。

作者簡(jiǎn)介

　　王博，河南洛陽(yáng)人，現(xiàn)為山東科技大學(xué)外國(guó)語(yǔ)學(xué)院副教授，2011年獲河南財(cái)經(jīng)政法大學(xué)英語(yǔ)學(xué)士學(xué)位，2013年獲中國(guó)石油大學(xué)（華東）英語(yǔ)語(yǔ)言文學(xué)碩士學(xué)位，2018年獲澳門(mén)大學(xué)教育學(xué)博士學(xué)位。專攻英語(yǔ)課程與教學(xué)、外語(yǔ)教師教育、學(xué)術(shù)讀寫(xiě)能力發(fā)展，具有扎實(shí)的研究基礎(chǔ)和經(jīng)驗(yàn)。在System， Language Teaching Research， Educational Research Review等SSCI期刊上發(fā)表學(xué)術(shù)論文10余篇。主持和參與國(guó)內(nèi)人文社科項(xiàng)目7項(xiàng)。擔(dān)任CSSCI來(lái)源期刊《全球教育展望》及SSCI來(lái)源期刊Language Teaching Research，Studies in Educational Evaluation等審稿人。

圖書(shū)目錄

Chapter 1 Introduction
  1.1 Background of the Study
  1.2 Purpose of the Study
  1.3 Research Questions
  1.4 Definition of Key Terms
  1.5 Methodological Considerations
  1.6 Outline of the Study
Chapter 2 Literature Review
  2.1 Task-Based Language Teaching
    2.1.1 Definitions of Task
    2.1.2 Procedure and Principles for Task Design
    2.1.3 Task-Based Teaching Frameworks
    2.1.4 A Task-Based Framework of Oral Presentations
  2.2 A Multi-Dimensional Theoretical Perspective on Teacher Feedback
    2.2.1 Defining Teacher Feedback
    2.2.2 A Brief History of Teacher Feedback Research
    2.2.3 Teacher Feedback: Cognitive Perspective
    2.2.4 Teacher Feedback: Sociocognitive Perspective
    2.2.5 Teacher Feedback: Social Constructive Perspective
  2.3 Empirical Studies on Teacher Feedback in L2 Education
    2.3.1 Teacher Feedback Practices: Focus, Function, and Strategies
      2.3.1.1 The Focus of Teacher Feedback
      2.3.1.2 The Function of Teacher Feedback
      2.3.1.3 The Strategies of Teacher Feedback
    2.3.2 Teacher Cognitions about Feedback Provision
    2.3.3 Student Perspectives on Teacher Feedback
    2.3.4 Effects of Teacher Feedback
    2.3.5 Student Engagement with Teacher Feedback
    2.3.6 Context and Teacher Feedback
    2.3.7 Teacher Feedback on Oral Tasks
  2.4 Research Gaps
  2.5 A Tentative Conceptual Framework
  2.6 Next Step for Teacher Feedback Research and Practice
Chapter 3 Methodology
  3.1 Qualitative Case Study
    3.1.1 Qualitative Research Paradigm
    3.1.2 Case Study Approach
  3.2 Research Context
    3.2.1 Chinese Cultures of Learning
    3.2.2 The Chinese EFL Context
    3.2.3 The Institutional and Instructional Contexts
  3.3 Participants of the Study
    3.3.1 Selection of Teacher Participants
    3.3.2 Selection of Student Participants
  3.4 The Pilot Study
  3.5 Data Collection
    3.5.1 Data Sources
      3.5.1.1 Classroom Observations
      3.5.1.2 Video Recordings
      3.5.1.3 Semi-Structured Interviews