英语专业师生对内容与语言融合型课堂的感知发展对比研究

发布时间：2022-01-27 08:15

　　国际化背景下,针对英语专业学生的新需求,国内众多高校正在进行专业课程改革并尝试开展内容与语言融合型（Content and Language Integrated Learning,简称CLIL）外语教学。近年来,作为影响教学效果和学习成果的重要因素之一,参与者对CLIL课堂的感知情况受到了越来越多国外学者的关注,且研究涉及到课堂上的各个方面。而国内此类研究却寥寥无几。与此同时,随着动态系统理论（Dynamic Systems Theory,简称DST）的兴起,该理论快速成为研究二语习得的新途径。结合动态系统理论分析感知变化可从整体上把握整个过程,对感知情况做出详尽的解释。鉴于此,本研究提出以下三个研究问题:（1）英语专业师生对CLIL课堂的感知情况如何?两者在感知上是否存在差异?（2）英语专业教师对CLIL课堂的感知在其CLIL教学经历中发生了怎样的变化?（3）英语专业学生对CLIL课堂的感知在一学期内发生了怎样的变化?为回答以上研究问题,本研究采用混合研究方法,以研究者编制的《英语专业师生对CLIL课堂的感知问卷》为量化研究工具,对东北某外国语大学英语专业教师30人以及一年级学生1... 

【文章来源】：大连外国语大学辽宁省

【文章页数】：112 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Overall structure of the study
CHAPTER TWO LITERATURE REVIEW
    2.1 Content and Language Integrated Learning(CLIL)
        2.1.1 Definition of CLIL
        2.1.2 Characteristics and theoretical basis of CLIL
        2.1.3 Studies on CLIL at home and abroad
            2.1.3.1 Studies on CLIL abroad
            2.1.3.2 Studies on CLIL at home
    2.2 Teachers’ and students’ perceptions of CLIL class
        2.2.1 Definition of perception
        2.2.2 Teachers’ perceptions of CLIL class
        2.2.3 Students’ perceptions of CLIL class
    2.3 Dynamic Systems Theory(DST)
        2.3.1 Definition and characteristics of DST
        2.3.2 Studies on DST at home and abroad
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research questions
    3.2 Research design
    3.3 Participants
    3.4 Instruments
        3.4.1 Questionnaire
            3.4.1.1 Validity
            3.4.1.2 Reliability
        3.4.2 Semi-structured interview
    3.5 Data collection and analysis
        3.5.1 Data collection
        3.5.2 Data analysis
    3.6 Summary
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 The perception differences of CLIL class between English major teachers and students
        4.1.1 The general perceptions of CLIL class on the part of English major teachers and students
        4.1.2 Perceptions and their differences of CLIL class between English major teachers and students
            4.1.2.1 Perceptions of materials and resources
            4.1.2.2 Perceptions of evaluation
            4.1.2.3 Perceptions of teachers’ English ability and class teaching
            4.1.2.4 Perceptions of students’ English ability and class participation
            4.1.2.5 Perceptions of ability improvement and English learning motivation
    4.2 Teachers’ perception changes of CLIL class in terms of DST
        4.2.1 Interconnectedness
        4.2.2 Changing with time
        4.2.3 Sensitivity to the initial conditions
        4.2.4 Openness
        4.2.5 Nonlinearity
    4.3 Students’ perception changes of CLIL class in terms of DST
        4.3.1 Interconnectedness
        4.3.2 Changing with time
        4.3.3 Sensitivity to the initial conditions
        4.3.4 Openness
        4.3.5 Self-organization
CHAPTER FIVE CONCLUSION
    5.1 Research findings
    5.2 Research implications
    5.3 Research limitations
    5.4 Recommendations for the future research
REFERENCES
APPENDIX Ⅰ
APPENDIX Ⅱ
APPENDIX Ⅲ
APPENDIX Ⅳ
APPENDIX Ⅴ
APPENDIX Ⅵ
APPENDIX Ⅶ


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硕士论文
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