破冰之旅
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作者张露茜 著
出版社浙江工商大学出版社
ISBN9787517814771
出版时间2016-12
装帧平装
开本32开
定价32元
货号1201450408
上书时间2024-10-19
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作者简介
张露茜，女，1983年生，浙江瑞安人，现居杭州。浙江工商大学外国语学院英语专业讲师，博士。2005年获浙江师范大学英语专业学士学位，2006年获英国巴斯大学教育（英语语言教学）硕士学位，2012年获香港教育学院英语语言教育博士学位。主要讲授“基础英语”“英语阅读”“不错英语视听说”等课程。研究方向为英语教育、教育测量和话语分析。已在靠前外学术期刊上发表论文十余篇，如在国外书籍出版社Springer、国外高质量期刊Higher Education Quarterly 与 Educational Studies等上都曾发表论文。曾获研究生发表奖、很好目标导师、很好班主任、教学优胜奖等。多次参加靠前会议。现主持和参与多项课题。
目录
List of Tables
List of Figures
Chapter 1Introduction
1.1Research problem
1.2Research motive
1.3Research aim and questions
1.4Significance of the study
1.5Outline of this book
Chapter 2Chinese Context
2.1 English in China
2.1.1Definitions of China English
2.1.2The impacts of dialects and Putonghua on English
2.2College English
2.3Willingness to communicate （WTC）
2.4Conclusion
Chapter 3Literature Review
3.1Establishment of WTC in L1
3.2Establishment of WTC in L2
3.3Development of L2 WTC studies and theories
3.3.1Recent 1.2 WTC studies outside China
3.3.2Recent 1.2 WTC studies in China
3.4The Chinese WTC model
3.4.1Factors in the Chinese WTC model
3.4.2Challenged collectivistic outlook of the Chinese
3.5Conclusion
Chapter 4Methodology
4.1Research design
4.2The case study approach
4.3Research setting and participants
4.4Instruments
4.4.1Questionnaires
4.4.2Documents
4.4.3Student narratives
4.4.4Classroom observations
4.4.5Stimulated recalls
4.4.6Semi-structured interviews
4.5Data analysis procedures
4.6Ethical issues
Chapter 5Pilot Studies
5.1Pilot Study One
5.2Pilot Study Two
5.2.1Data screen
5.2.2Exploratory factor analysis （EFA）
Chapter 6Study One
6.1Data screen
6.2Findings
6.2.1Confirmatory factor analysis （CFA）
6.2.2Multi-group confirmatory factor analysis （MGCFA）
6.2.3Structural equation modeling （SEM）
6.2.4Multi-group structural equation modeling （MGSEM）
6.3Discussion
6.3.1Research Questions One--personal factors that facilitate or hinder BE students WTC， and Three--interactions between personal and contextual factors
6.3.2Research Question Four--pedagogical changes
6.4Conclusion
Chapter 7Study Two
7.1Participant information in qualitative studies
7.2Document analysis outcomes
7.3Classroom observation findings
7.4Teacher interview results
7.4.1Teacher with weak classroom context
7.4.2Teacher with supportive classroom context
7.5Discussion
7.5.1Research Question Two--contextual factors that facilitate or hinder BE students WTC
7.5.2Research Question Three--interactions between personal and contextual factors
7.5.3Research Question Four--pedagogical changes
Chapter 8Study Three
8.1Student narratives
8.1.1High WTC and weak context
8.1.2High WTC and supportive context
8.1.3Low WTC and weak context
8.1.4Low WTC and supportive context
8.2Stimulated recalls
8.3Student interviews
8.3.1Societal context
8.3.2Personality
8.3.3Motivation
8.3.4Attitudes
8.4Discussion
8.4.1Research Question One--personal factors that facilitate or hinder BE students WTC
8.4.2Research Question Three--interactions between personal and contextual factors
8.4.3Research Question Four--pedagogical changes
Chapter 9Discussion
9.1Combining findings
9.1.1A three-dimension Chinese L2 WTC model
9.1.2Data combining outcomes
9.2Relating findings with previous L2 WTC studies
9.3Lack of teacher support
Chapter 10Conclusions
10.1Research mission of the study
10.2Summary of findings
10.2.1Research Question One--personal factors that facilitate or hinder BE students WTC
10.2.2Research Question Two--contextual factors that facilitate or hinder BE students WTC
10.2.3Research Question Three--interactions between personal and contextual factors
10.2.4Research Question Four--pedagogical changes
10.3Limitations and future research
10.4Conclusion
References
Appendix AWTC Questionnaires in Spoken English in English Language Classrooms
Appendix BClassroom Observation Sheet
Appendix CStimulated Recall Questions
Appendix DInterview Questions with BE Students
Appendix EInterview Questions with English Teachers
Appendix FThematic Coding of Qualitative Data
Appendix GA Sample Student Narrative
内容摘要
本书通过在个案中混合不同的研究方法，期望获得对复杂的教学环境与过程的丰富理解。研究一为发现学生的个人因素，使用了问卷调查；研究二为调查语境因素，通过进行教学资料的审阅分析，再到课堂观察，很后是教师采访取得；研究三为进一步挖掘学生对当前课堂语境因素的回馈，通过学生的叙事、刺激回想、半建构式访谈取得。
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