包邮活动对学生语言交流的介入作用:我国英语沉浸式教学调查与研究

CHAPTER ONE INTRODUCTION 1.1 Motivation for the Current Study 1.2 ELT in China 1.2.1 Policy of ELT: An Overview 1.2.2 Development of the English Language Teaching Syllabi for Secondary Schools 1.2.3 Reform of the Curriculum 1.2.4 Changes and Challenges Encountered in ELT 1.2.5 The Fi
t English Imme
ion Program in China -- the CCUEI 1.3 Aim of the Study and Research Questio
1.4 Significance of the Study 1.5 Outline of the ThesisCHAPTER TWO IMMERSION EDUCATION 2.1 Imme
ion Education in Canada 2.1.1 Definition of Imme
ion 2.1.2 Features of Imme
ion 2.1.3 Varieties of Imme
ion Programs 2.2 Imme
ion Education in Other Western Countries 2.3 English Imme
ion Program in China-- the CCUEI 2.3.1 Characteristics of the CCUEI 2.3.2 Research on the CCUEI Program 2.4 Challenges to Imme
ion Education Worldwide 2.5 Research Gap 2.6 SummaryCHAPTER THREE INTERACTION, ACTIVITY AND PEER TALK 3.1 Cognitive and Sociocultural Paradigms in Interaction 3.1.1 Interaction within the Cognitive Paradigm 3.1.2 Interaction within the Sociocultmal Theoretical Paradigm 3.2 The Role of Tasks and Activities in Interaction 3.2.1 Tasks and Activities from a Psycholinguistic Pe
pective 3.2.2 Tasks and Activities from a Sociocultural Pe
pective 3.3 Poor Talk 3.3.1 Definition of Peer Talk 3.3.2 Peer Talk as a Type of Spoken Interaction 3.3.3 Research Revealing the Features of Peer Talk 3.4 The Conceptual Framework of the Current Study 3.4.1 Components of the Conceptual Framework 3.4.2 Relatio
among These Components 3.5 SummaryCHAPTER FOUR METHODOLOGY 4.1 Introduction 4.2 A Case Study 4.3 Selection of the Setting and the Participants 4.3.1 The Sampling 4.3.2 The Setting 4.3.3 The Participants 4.4 Data Collection and Data Analysis 4.4.1 Data Collection 4.4.2 Data Analysis 4.5 Trustworthiness 4.5.1 Thick Description 4.5.2 Member Checking 4.5.3 Peer Debriefing 4.5.4 Self Reflexivity 4.5.5 Ethical Concer
4.6 SummaryCHAPTER FIVE CONTEXT AND PARTICIPANTS 5.1 ELT in China 5.2 The School Context 5.2.1 The School 5.2.2 The Features of the School Context 5.2.3 The Moving of the English Imme
ion Teache
' Office 5.3 The Participants 5.3.1 The Teacher Participant Ouya 5.3.2 Teacher Ouya's Challenges 5.3.3 Teacher Ouya's Practice of English Imme
ion 5.3.4 The Student Participants 5.3.5 The Students' Attitudes towards English and the English Teacher 5.3.6 The Teacher-student Relatio
hip 5.4 Summary 5.5 Preview of the Data Chapte
CHAPTER SIX ACTIVITY TYPE AND PEER TALK 6.1 Activity and Activity Types 6.2 Categorization of the Student Activities 6.3 Variatio
of the Non-communicative Activities 6.3.1 Variatio
of RP and Peer TaLk 6.3.2 Variatio
of QA and Peer TaLk 6.3.3 Variatio
of Conve
ation and Peer TaLk 6.4 SummaryCHAPTER SEVEN THE NATURE OF ACTMTY AND STUDENT AGENCY 7.1 The Dynamic and Situated Nature of Activity and Agency 7.2 Different Activities Emerging from the Same Task 7.2.1 The Teacher-assigned Task 7.2.2 Different Activities Conducted by the Students 7.2.3 Comparison of the Three Groups of Students within the Activity System 7.3 Different Roles Emerging in the Same Activity 7.3.1 Acting as a Tutor, a Learner, a Proposer, and a Defender 7.3.2 Dynamic Role Relatio
of Peer Interlocuto
in the Activity 7.4 Learning Opportunities in Side-task/Off-task Activities . 7.4.1 Liuliu and Changqing's Side-task Even Off-task Talk for Learning 7.4.2 Liuliu and Changqing's Off-task Small TaLk for Fun 7.5 SummaryCHAPTER EIGHT FORMS OF MEDIATION 8.1 Mediation and Mediational Mea
8.2 Categorization of the Mediational Mea
in the Current Study 8.3 Multidime
ional Mediatio
in the Current Study 8.3.1 Language Play as Mediation 8.3.2 Peer Assistance as Mediation 8.3.3 The Use of L1 and Code-switching as Mediation 8.3.4 Task as Mediation 8.3.5 Activity Type as Mediation 8.3.6 Subject Contents as Mediation 8.4 Co
traints of Mediational Mea
8.5 SummaryCHAPTER NINE DISCUSSION 9.1 Introduction 9.2 Main Findings of the Current Study 9.2.1 Findings on the School Context 9.2.2 Findings of the Mediatio
of Student Activities in Peer Talk 9.3 Unde
tanding the Mediatio
of Activities in Peer Talk. 9.3.1 Reflecting on the Interrelatio
hips between Activity Type and Peer Talk 9.3.2 Reflecting on the Multidime
ional Nature of Mediatio
. 9.3.3 Reflecting on the Students' Agency in the Activities 9.3.4 Reflecting on the Teacher's Role in the Activities 9.4 Unde
tanding the English Imme
ion in the School Context 9.4.1 Redefining the Context: A Very Partial English Imme
ion. 9.4.2 Reflecting on the Emerging Issues in This English Imme
ion Context 9.5 Conceptual Framework Revisited 9.6 SummaryCHAPTER TEN CONCLUSION 10.1 Introduction 10.2 Summary of the Study 10.2.1 Summary of the Aim and the Methodology 10.2.2 Summary of the Findings 10.2.3 Conclusio
10.3 Contributio
of the Study 10.4 Implicatio
of the Study 10.4.1 Theoretical Implicatio
10.4.2 Practical Implicatio
10.5 Limitatio
of the Study and Directio
for Future ResearchREFERENCESAPPENDIX