包邮任务型口语与外语教学的反馈

Chapter 1 Introduction 1.1 Background of the Study 1.2 Purpose of the Study 1.3 Research Questions 1.4 Definition of Key Terms 1.5 Methodological Considerations 1.6 Outline of the Study Chapter 2 Literature Review 2.1 Task-Based Language Teaching 2.1.1 Definitions of Task 2.1.2 Procedure and Principles for Task Design 2.1.3 Task-Based Teaching Frameworks 2.1.4 A Task-Based Framework of Oral Presentations 2.2 A Multi-Dimensional Theoretical Perspective on Teacher Feedback 2.2.1 Defining Teacher Feedback 2.2.2 A Brief History of Teacher Feedback Research 2.2.3 Teacher Feedback: Cognitive Perspective 2.2.4 Teacher Feedback: Sociocognitive Perspective 2.2.5 Teacher Feedback: Social Constructive Perspective 2.3 Empirical Studies on Teacher Feedback in L2 Education 2.3.1 Teacher Feedback Practices: Focus, Function, and Strategies 2.3.1.1 The Focus of Teacher Feedback 2.3.1.2 The Function of Teacher Feedback 2.3.1.3 The Strategies of Teacher Feedback 2.3.2 Teacher Cognitions about Feedback Provision 2.3.3 Student Perspectives on Teacher Feedback 2.3.4 Effects of Teacher Feedback 2.3.5 Student Engagement with Teacher Feedback 2.3.6 Context and Teacher Feedback 2.3.7 Teacher Feedback on Oral Tasks 2.4 Research Gaps 2.5 A Tentative Conceptual Framework 2.6 Next Step for Teacher Feedback Research and Practice Chapter 3 Methodology 3.1 Qualitative Case Study 3.1.1 Qualitative Research Paradigm 3.1.2 Case Study Approach 3.2 Research Context 3.2.1 Chinese Cultures of Learning 3.2.2 The Chinese EFL Context 3.2.3 The Institutional and Instructional Contexts 3.3 Participants of the Study 3.3.1 Selection of Teacher Participants 3.3.2 Selection of Student Participants 3.4 The Pilot Study 3.5 Data Collection 3.5.1 Data Sources 3.5.1.1 Classroom Observations 3.5.1.2 Video Recordings 3.5.1.3 Semi-Structured Interviews