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認(rèn)知心理視域下的英語(yǔ)課堂反饋研究 版權(quán)信息
- ISBN：9787566307293
- 條形碼：9787566307293 ; 978-7-5663-0729-3
- 裝幀：暫無(wú)
- 冊(cè)數(shù)：暫無(wú)
- 重量：暫無(wú)
- 所屬分類：>>
認(rèn)知心理視域下的英語(yǔ)課堂反饋研究 本書(shū)特色
《認(rèn)知心理視域下的英語(yǔ)課堂反饋研究》報(bào)告的觀察性研究通過(guò)采用Lyster和Ranta的反饋觀察量表以及Spada和Frohlich(1995)的交際法觀察量表(COLT)對(duì)課堂反饋和交際性進(jìn)行分析。
認(rèn)知心理視域下的英語(yǔ)課堂反饋研究 內(nèi)容簡(jiǎn)介
本書(shū)報(bào)告的觀察性研究通過(guò)采用lyster和ranta的反饋觀察量表以及spada和frohlich(1995)的交際法觀察量表(colt)對(duì)課堂反饋和交際性進(jìn)行分析。
認(rèn)知心理視域下的英語(yǔ)課堂反饋研究 目錄
chapter 1 introduction
1.1 form-focused instruction
1.2 feedback and second language learning
1.3 definition and terminology
1.4 research questions
1.5 outline
chapter 2 theoretical framework on the role of feedback in sla
2.1 the role of input and output in sla
2.1.1 definition of types of evidence
2.1.2 krashen's input hypothesis
2.1.3 swain's output hypothesis
2.1.4 psycholinguistic rationale for the output hypothesis
2.2 attention, awareness, and the noticing hypothesis
2.2.1 schmidt's noticing hypothesis
2.2.2 conditions for "noticing" and the role of instruction chapter 1 introduction 1.1 form-focused instruction 1.2 feedback and second language learning 1.3 definition and terminology 1.4 research questions 1.5 outline chapter 2 theoretical framework on the role of feedback in sla 2.1 the role of input and output in sla 2.1.1 definition of types of evidence 2.1.2 krashen's input hypothesis 2.1.3 swain's output hypothesis 2.1.4 psycholinguistic rationale for the output hypothesis 2.2 attention, awareness, and the noticing hypothesis 2.2.1 schmidt's noticing hypothesis 2.2.2 conditions for "noticing" and the role of instruction 2.3 feedback and its functions in second language acquisition 2.3.1 feedback classification 2.3.2 types of evidence that feedback provides 2.4 theoretical framework on the relative efficacy of feedback 2.4.1 the interaction hypothesis 2.4.2 anderson's act theory 2.4.3 alternative theories of language representation 2.4.4 skehan's dual-mode system hypothesis …… appendices
1.1 form-focused instruction
1.2 feedback and second language learning
1.3 definition and terminology
1.4 research questions
1.5 outline
chapter 2 theoretical framework on the role of feedback in sla
2.1 the role of input and output in sla
2.1.1 definition of types of evidence
2.1.2 krashen's input hypothesis
2.1.3 swain's output hypothesis
2.1.4 psycholinguistic rationale for the output hypothesis
2.2 attention, awareness, and the noticing hypothesis
2.2.1 schmidt's noticing hypothesis
2.2.2 conditions for "noticing" and the role of instruction chapter 1 introduction 1.1 form-focused instruction 1.2 feedback and second language learning 1.3 definition and terminology 1.4 research questions 1.5 outline chapter 2 theoretical framework on the role of feedback in sla 2.1 the role of input and output in sla 2.1.1 definition of types of evidence 2.1.2 krashen's input hypothesis 2.1.3 swain's output hypothesis 2.1.4 psycholinguistic rationale for the output hypothesis 2.2 attention, awareness, and the noticing hypothesis 2.2.1 schmidt's noticing hypothesis 2.2.2 conditions for "noticing" and the role of instruction 2.3 feedback and its functions in second language acquisition 2.3.1 feedback classification 2.3.2 types of evidence that feedback provides 2.4 theoretical framework on the relative efficacy of feedback 2.4.1 the interaction hypothesis 2.4.2 anderson's act theory 2.4.3 alternative theories of language representation 2.4.4 skehan's dual-mode system hypothesis …… appendices
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認(rèn)知心理視域下的英語(yǔ)課堂反饋研究 節(jié)選
《認(rèn)知心理視域下的英語(yǔ)課堂反饋研究》報(bào)告的觀察性研究通過(guò)采用Lyster和Ranta的反饋觀察量表以及Spada和Frohlich(1995)的交際法觀察量表(COLT)對(duì)課堂反饋和交際性進(jìn)行分析。
認(rèn)知心理視域下的英語(yǔ)課堂反饋研究 作者簡(jiǎn)介
楊穎莉，博士，現(xiàn)為對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)英語(yǔ)學(xué)院教師，碩士生導(dǎo)師。畢業(yè)于加拿大麥吉爾大學(xué)教育學(xué)院，獲得第二語(yǔ)言教育專業(yè)博士學(xué)位．主要從事課堂反饋研究。主要研究方向：應(yīng)用語(yǔ)言學(xué)、第二語(yǔ)言習(xí)得、商務(wù)英語(yǔ)教學(xué)。公開(kāi)發(fā)表論文十余篇，其中SSCl索引論文兩篇、CSSCl索引論文三篇，其他國(guó)際期刊論文兩篇。主持教育部留學(xué)人員科研啟動(dòng)基金一項(xiàng)、教育部人文社會(huì)科學(xué)青年基金項(xiàng)目一項(xiàng)，參編教材兩部。
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