【正版新书】语篇反馈研究：基于社会认知理论
正版图书，可开发票。
￥ 42.1 5.4折 ￥ 78 全新
库存24件
河北保定
认证卖家担保交易快速发货售后保障
作者卞晓云
出版社中译出版社（原中国对外翻译出版公司）
ISBN9787500172468
出版时间2023-03
装帧平装
开本其他
定价78元
货号E9787500172468
上书时间2024-07-21
商品详情
- 品相描述：全新
- 商品描述
-
商品简介
本书详述了一项关于中国外语教师语篇反馈的历史个案研究, 揭示出在中国外语教学环境下针对大学生的英语说明文，教师构建语篇反馈、学生加工语篇反馈时，他们的决策过程(decision-making)符合社会认知理论所提出的"身心世界"一体原则。在反馈过程中，教师、学生、情景之间的复杂动态交互也有助于学生作为写作者和反馈接收者在认知、情感、行为等方面实现发展。
作者简介
卞晓云，任教于中央财经大学外国语学院，研究方向为外语写作教学、教学法、教师认知、教师发展。北京外国语大学文秋芳教授“产出导向法”虚拟专业学习共同体成员，曾参与第八批中国外语教育基金项目。
目录
Table of Contents
List of Tables .......................... Ⅰ
List of Abbreviations...................... Ⅲ
Chapter 1 Introduction ..................... 1
1.0 Introduction: An Overview ................. 1
1.1 Problem Statement .................... 2
1.2 The Rationales Behind the Study ............... 6
1.3 Overview of Research Methodology ............ 12
1.4 Significance of the Study ................. 13
1.5 Organization of the Book ................. 15
Chapter 2 Issues in Teacher Feedback.............. 16
2.0 Introduction ...................... 16
2.1 Development of Teacher Feedback: Questions......... 16
2.2 Theoretical Perspectives on Teacher Feedback and Its Importance . 23
2.3 Research on Teacher Feedback............... 44
2.4 Research Gaps and Emergent Issues............. 68
2.5 Chapter Summary .................... 72
Chapter 3 Research Design .................. 73
3.0 Introduction ...................... 73
3.1 Research Design: The Rationale .............. 73
3.2 Research Design: Defining the Term “Case Study” ....... 74
3.3 Research Design: Key Issues ............... 80
3.4 Chapter Summary .................... 116
Chapter 4 The Construction of Non-error Feedback........ 117
4.0 Introduction ...................... 117
4.1 What the Teacher Brought to the Feedback Process: Contextual
Information ...................... 118
4.2 The Entire Feedback-Constructing Process the Teacher Went Through:
Contextual Information.................. 129
4.3 The EA Issues the Teacher Actually Focused on ........ 129
4.4 Teacher Decision-Making: How the Teacher Decided Which EA
Issues to Focus on.................... 133
4.5 The Feedback Delivery Approaches the Teacher Used ..... 136
4.6 Teacher Decision-Making: How the Teacher Decided on Feedback
Delivery Approaches................... 144
4.7 Chapter Summary .................... 164
Chapter 5 The Interpretation of Non-error Feedback ....... 168
5.0 Introduction ...................... 168
5.1 What the Students Brought to the Feedback Process: Contextual
Information ...................... 169
5.2 Student A’s Acceptance and Incorporation of EA Feedback.... 177
5.3 Student B’s Acceptance and Incorporation of EA Feedback ... 184
5.4 Student C’s Acceptance and Incorporation of EA Feedback ... 190
5.5 How the Students’ Acceptance and Incorporation of EA Feedback
were Decided...................... 194
5.6 Chapter Summary .................... 223
Chapter 6 The Feedback Process: Its Effectiveness and Helpfulness . 227
6.0 Introduction ...................... 227
6.1 Effectiveness of the Feedback Process ............ 227
6.2 Helpfulness of the Feedback Process: Student Changes ..... 234
6.3 More Helpfulness of Non-error Feedback .......... 235
6.4 Chapter Summary .................... 242
6.5 Summary of All Findings ................. 243
Chapter 7 Discussion and Conclusion .............. 245
7.0 Introduction ...................... 245
7.1 Aims and Methodology of the Study ............ 245
7.2 Summary of Key Findings ................ 246
7.3 Contributions of the Findings ............... 249
7.4 Limitations and Future/Further Research ........... 302
7.5 Final Remarks ..................... 306
References .......................... 308
Appendices.......................... 334
Appendix A: Teacher Background Interview Guide ......... 334
Appendix B: Student Background Interview Guide ......... 336
Appendix C: Think-Aloud Protocol in the Training Session...... 338
Appendix D: Teacher Retrospective and Ongoing Interviews Guide .. 340
Appendix E: Student Retrospective and Ongoing Interviews Guide .. 342
V
Appendix F: Teacher/Student Final Interview Guide ........ 344
Appendix G: Teacher Think-Aloud Data Codebook ......... 346
Appendix H: Student Think-Aloud Data Codebook ......... 350
Appendix I: Student Writing with Teacher Comments ........ 357
Appendix J: Student Writing with Teacher Comments and Student-Written
Notes ......................... 360
Appendix K: Writing Prompts ................. 364
内容摘要
本书详述了一项关于中国外语教师语篇反馈的历史个案研究, 揭示出在中国外语教学环境下针对大学生的英语说明文，教师构建语篇反馈、学生加工语篇反馈时，他们的决策过程(decision-making)符合社会认知理论所提出的"身心世界"一体原则。在反馈过程中，教师、学生、情景之间的复杂动态交互也有助于学生作为写作者和反馈接收者在认知、情感、行为等方面实现发展。
主编推荐
本书将为外语写作教师、反馈领域的研究者、计算机反馈开发者提供反馈实践、研究和开发方面的启示。
媒体评论
1.本书将提供中国英语写作教学环境视角，充实二语写作教师非纠错性的语篇反馈方面的研究。
本书有其独到的实际应用价值。随着时代的发展，尽管智能/自动反馈系统已经取得了很大的进步，但该系统主要提供的反馈还是为和语言有关的纠错性反馈，怎样能更好地提供非纠错性的语篇反馈还是该系统升级改造的一大方向。本书所探讨的教师如何提供非纠错性语篇反馈、学生如何解读加工非纠错性语篇反馈将为人工智能系统的改进和完善提供思路。
— 没有更多了 —
以下为对购买帮助不大的评价