英语教学新发展研究

第一部分 英语教学概论 ··························1
第1 章 英语教学的本质 ··························3
1.1 英语教学的学科关联性 ························4
1.1.1 英语教学与语言学 ··························4
1.1.2 英语教学与教育学 ··························14
1.1.3 英语教学与心理学 ··························15
1.2 英语教学的目标 ····························18
1.2.1 语言目标 ······························19
1.2.2 非语言目标 ·····························23
第2 章 新时代英语教学研究发展概况 ·················31
2.1 社会转向 ·······························32
2.1.1 主要观点 ······························32
2.1.2 实证依据 ······························36
2.1.3 对教学与研究的启示··························39
2.2 多语转向 ·······························41
2.2.1 主要观点 ······························42
2.2.2 实证依据 ······························44
2.2.3 对教学与研究的启示··························46
2.3 积极情感转向 ·····························48
2.3.1 主要观点 ······························48
2.3.2 实证依据 ······························50
2.3.3 对教学与研究的启示··························53
2.4 超学科趋势 ······························54
2.4.1 主要观点 ······························55
2.4.2 实证依据 ······························58
2.4.3 对教学与研究的启示··························60
第二部分 英语教学理论发展 ·························63
第3 章 国际英语教学理论研究新成果 ·················65
3.1 全球化背景下的英语教学 ························65
3.1.1 全球化背景下英语教学的变革与挑战 ········ 65
3.1.2 全球化背景下英语学习者/ 教师身份 ········ 67
3.1.3 全球化背景下英语教学的中国视角 ············ 70
3.2 交际教学法 ······························73
3.2.1 交际教学法理论基础··························73
3.2.2 交际教学法研究新进展 ························76
3.2.3 未来研究发展方向 ··························80
3.3 动态评估 ·······························82
3.3.1 理论基础 ······························83
3.3.2 动态评估实施程序 ··························84
3.3.3 动态评估研究进展 ··························88
3.3.4 未来研究发展方向 ··························92
第4 章 国内英语教学理论研究新成果 ·················93
4.1 英语教学多模态研究 ··························93
4.1.1 课堂教学多模态设计与模态协同 ················ 93
4.1.2 多元识读能力培养 ··························97
4.1.3 多模态英语教学实践研究 ·······················104
4.1.4 学术贡献 ······························110
4.1.5 对教学与研究的启示··························11
4.2 英语自主学习研究 ···························112
4.2.1 自主学习概念及其发展 ························112
4.2.2 国内英语自主学习研究概述 ·····················114
4.2.3 外语类专业学生自主学习能力界定及其培养 ··············116
4.2.4 学术贡献 ······························123
4.2.5 对教学与研究的启示··························124
4.3 续论 ·································126
4.3.1 续论的产生背景 ···························126
4.3.2 续论的理论基础 ···························127
4.3.3 续论的发展历程 ···························128
4.3.4 续论的实证研究 ···························130
4.3.5 学术贡献 ······························135
4.3.6 对教学与研究的启示··························136
4.4 产出导向法 ······························139
4.4.1 产出导向法理论及其发展 ·······················139
4.4.2 产出导向法的实证研究 ························146
4.4.3 产出导向法的辩证研究范式 ·····················154
4.4.4 学术贡献 ······························156
4.4.5 对教学与研究的启示··························158
第三部分 英语教学研究方法 ·························161
第5 章 描述性研究 ·····························163
5.1 什么是描述性研究 ···························163
5.1.1 描述性研究的定义及特征 ·······················163
5.1.2 描述性研究的分类 ··························165
5.2 描述性研究的数据收集 ·························167
5.2.1 录音/ 录像 ·····························167
5.2.2 民族志 ·······························168
5.2.3 课堂观察 ······························171
5.2.4 访谈 ································174
5.2.5 问卷调查 ······························176
5.3 描述性研究的数据分析 ·························180
5.3.1 输入互动分析 ····························181
5.3.2 会话分析 ······························183
5.3.3 话语分析 ······························186
5.3.4 扎根理论 ······························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 相关性研究 ·····························195
6.1 什么是相关性研究 ···························195
6.1.1 相关性研究的定义及特征 ·······················195
6.1.2 相关性研究的分类 ··························197
6.2 相关性研究的数据收集 ·························198
6.2.1 自然观察法 ·····························198
6.2.2 档案资料法 ·····························198
6.2.3 调查法 ·······························199
6.3 相关性研究的数据分析 ·························199
6.3.1 相关分析 ······························199
6.3.2 因子分析 ······························202
6.3.3 多元回归分析 ····························207
6.3.4 结构方程模型 ····························212
6.4 相关性研究的信效度分析 ························215
6.4.1 相关性研究的信度 ··························215
6.4.2 相关性研究的效度 ··························216
第7 章 实验研究 ······························217
7.1 什么是实验研究 ····························217
7.1.1 实验研究的定义及特征 ························217
7.1.2 实验研究的分类 ···························218
7.2 实验研究的数据收集 ··························220
7.2.1 诱导式产出 ·····························221
7.2.2 语法判断任务 ····························221
7.2.3 阐释性任务 ·····························222
7.2.4 自评或同伴评价 ···························224
7.2.5 问卷调查 ······························225
7.2.6 眼动技术 ······························226
7.2.7 自定速阅读 ·····························227
7.3 实验研究的数据分析 ··························228
7.3.1 描述性数据分析 ···························228
7.3.2 推论性数据分析 ···························231
7.4 实验研究的信效度控制 ·························233
7.4.1 实验研究的信度 ···························233
7.4.2 实验研究的效度 ···························234
第8 章 英语教学研究的伦理观 ······················· 235
8.1 什么是研究伦理 ····························235
8.2 教学研究中的主要伦理困境 ·······················237
8.3 英语教学研究中的伦理原则 ·······················240
8.3.1 研究者的研究诚信 ··························241
8.3.2 参与者隐私问题 ···························242
8.3.3 知情同意问题 ····························243
8.3.4 有利无害原则 ····························245
8.3.5 公平公正原则 ····························245
8.4 多语和多文化环境下的研究伦理问题 ·········· 246
8.5 数字环境下的研究伦理问题 ·······················247
第四部分 英语教学实践研究 ························249
第9 章 不同模式下的英语教学实践研究 ············· 251
9.1 线下英语教学实践研究 ·························251
9.1.1 学习者研究······························251
9.1.2 教师研究·······························259
9.2 线上英语教学实践研究··························263
9.2.1 学习者研究······························263
9.2.2 教师研究·······························265
9.2.3 教学过程研究·····························266
9.3 线上与线下融合式英语教学实践研究········· 268
9.3.1 学习者研究······························269
9.3.2 教师研究·······························270
9.3.3 混合教学模式研究···························271
第10 章 专门用途英语教学实践研究················ 275
10.1 专门用途英语的概念及其发展历程··········· 275
10.1.1 专门用途英语的概念·························275
10.1.2 专门用途英语研究发展历程 ··················· 277
10.2 专门用途英语教学现状研究 ····················· 287
10.2.1 学习者研究·····························289
10.2.2 教师研究······························293
10.2.3 教学过程研究····························302
10.3 专门用途英语教学与研究的未来发展方向 ·····305
第五部分 未来展望·····························309
第11 章 英语教学研究发展趋势 ······················311
11.1 从复杂理论视角探究英语教学··················· 311
11.1.1 复杂理论核心理念··························311
11.1.2 复杂理论视角下的英语教学 ··················· 312
11.2 技术与英语教学整合研究 ························314
11.2.1 技术支撑的英语教学形式与特征 ············ 314
11.2.2 技术支撑的英语教学研究·······················317
11.3 师生能动性研究····························318
11.3.1 能动性本质·····························319
11.3.2 能动性研究理论视角·························320
11.3.3 能动性研究主要内容·························323
11.3.4 能动性未来研究趋势·························325
11.4 新时代英语教材研究··························326
11.4.1 英语教材编写研究··························327
11.4.2 英语教材评估研究··························327
11.4.3 英语教材与教师发展关联研究 ··············· 329
参考文献··································333
术语表···································407