策略·风格·归因 学会学英语PDF|Epub|txt|kindle电子书版本网盘下载

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Preface1

1 The Influence of Achievement Motivation and Attributional Beliefs on EFL Learning Strategy Use1

1.1 Introduction1

1.1.1 Aims of the Study3

1.1.2 Terminology4

1.2 Related Previous Studies and Findings7

1.2.1 Studies of Learning Strategies7

1.2.2 Motivation and Strategy Use17

1.2.3 Attribution and Strategy Use23

1.3 Methodology26

1.3.1 Subjects26

1.3.2 Instrumentation27

1.3.3 Data Collection and Analysis Procedures32

1.4 Data Analyses and Findings33

1.4.1 Typical Types of Learning Strategies and Variation in Strategy Use by Proficiency33

of Learning Strategies?38

1.4.2 Do Different Levels of Achievement Motivation Have an Effect on the Use38

1.4.3 The Best Predictors of Learning Strategies in Relation to the Attributional Beliefs and Causal Models of Learning Strategies Based on Attributional Beliefs41

1.5 Discussions and Implications49

1.5.1 Discussions49

1.5.2 Implications62

1.6 Summary68

2.1 Introduction72

2.1.1 Research Background72

2 A Relationship Study of English Learning Strategies,Learning Styles and English Achievement72

2.1.2 Research Purposes76

2.1.3 Hypotheses79

2.1.4 Definitions80

2.2 Previous Studies on Learning Strategies83

2.2.1 Oxford's CLassification of Learning Strategies83

2.2.2 Psychological Types90

2.2.3 Relationship Between MBTI and Language Learning91

2.2.4 Findings of Relevant Factors Influencing English Learning Strategies93

2.3.1 Theoretical Framework99

2.3 Design and Implementation99

2.3.2 Tools for the Study100

2.3.3 Samples102

2.3.4 Data Collection Procedures103

2.3.5 Data Analysis Procedures103

2.4 Results and Discussions104

2.4.1 High School Students'Distributions of Four Learning Style Dimensions In Zhanjiang City106

2.4.2 Relationship Between Gender,English Achievement,Learning Styles and English Learning Strategies106

2.4.3 Relationship Between Sex,Learning Styles and English Achievement109

2.4.4 Correlation of the Related Variables with English Achievement110

2.4.5 Predictors of English Achievement111

2.5 Suggestions113

2.5.1 Suggestions for English Teaching in High Schools114

2.5.2 Limitations of This Study120

2.5.3 Suggestions for Future Research121

3 Learning Techniques for Non-English Majors126

3.1 Introduction126

3.2.1 Individual Learner Differences and Learner Autonomy128

3.2 Review of Related Researches128

3.2.2 Learning Strategies131

3.3 Learning Techniques145

3.3.1 Listening and Speaking145

3.3.2 Reading154

3.3.3 Writing160

3.3.4 Learning New Words168

3.4 Implications for English Language Teaching and Learning175

3.4.1 For ELT175

3.4.2 For FLL177

3.5 Summary178

4 Cooperative Learning:Affective Factors and the Teaching of College English in China180

4.1 Introduction180

4.2 Affect and Its Important Role in FLL T184

4.2.1 Clarification of Affect185

4.2.2 Linguistic Perspective187

4.2.3 SLA Perspective189

4.2.4 Psychological Perspective195

4.2.5 Summary203

4.3 Prior Studies on Affective Factors204

4.3.1 Motivation204

4.3.2 Attitude211

4.3.3 Self-Esteem214

4.3.4 Anxiety217

4.3.5 Summary225

4.4 CL and Affective Factors226

4.4.1 A Survey of CL227

4.4.2 Rationales for Employing CL in Foreign Language Classrooms234

4.4.3 Educational Considerations241

4.5 Implementing CL in the Teaching of College English246

4.5.1 Strategies for Facilitating CL246

4.5.2 Implementing Cooperative Activities in the Classroom249

4.5.3 Evaluations of CL257

4.5.4 Constraints on CL262

4.6 Summary265

5 Constructivism and Macrostrategies for FLT268

5.1 Introduction268

5.2 Studies on Constructivism and Foreign Language Teaching Strategies270

5.2.1 Constructivism270

5.2.2 Studies on Foreign Language Teaching Strategies285

5.3 Constructivist Model of FLT and Macrostrategies for FLT297

5.3.1 The Constructivist Model of FLT297

5.3.2 The Constructivist Model of Macrostrategies for FLT304

5.4 Macrostrategies for FLT Based on Constructivism312

5.4.1 Cultivating Self-Awareness Competence of Knowledge Construction312

5.4.2 Activating Intuitive Heuristics314

5.4.3 Contextualizing Linguistic Input320

5.4.4 Integrating Language Skills325

5.4.5 Raising Cultural Consciousness330

5.5.1 Purpose of the Study335

5.5.2 Methodology335

5.5 An Experimental Study:Effectiveness of Constructivist Macrostrategies for FLT335

5.5.3 Findings342

5.6 Discussion and Conclusion345

6 An Investigation and Analysis on Teacher TaLK in EFL Classroom Context347

6.1 Introduction347

6.1.1 Research Background347

6.1.2 Aims of the Present Study350

6.1.3 Significance of the Present Study351

Based on Interaction354

6.2 Theoretical Foundations and Related Prior Studies354

6.2.1 Theories of Classroom Learning354

6.2.2 Models of Classroom Interactions and Second Language Acquisition357

6.2.3 Perspectives in EFL Classroom Teacher Talk Research366

6.3 Methodology375

6.3.1 Subjects375

6.3.2 Lesson Type376

6.3.3 Instrumentation377

6.3.4 Data Collection and Data Analysis Procedures380

6.4.1 The Amount of Teacher Talk and Students Talk and Their Effects on Learners381

6.4 Data Analyses and Findings381

6.4.2 The Frequency of Display Questions and Referential Questions and the Effect of Different Frequencies of Use on Language Acquisition383

6.4.3 The Distribution of Three Types of Interactional Modifications386

6.4.4 Types and Frequencies of Praises and Error Treatments388

6.5 Discussions and Implications391

6.5.1 Discussions about the Research Results391

6.5.2 Implications402

6.6.1 Limitations408

6.6 Limitations,Suggestions for Future Research and Conclusion408

6.6.2 Suggestions for Future Research409

6.6.3 Conclusion410

Bibliography412

Appendix 1 Language Learning Questionnaire　大学生英语学习情况调查439

Appendix 2 大学英语学习动机、效能感、归因调查问卷446

Appendix 3 Rules of Transcription449

Appendix 4 英语课堂教师话语调查问卷450