英语教学新发展研究

内容简介

本书从理论、实践以及研究方法三个方面系统介绍了新时代尤其十年来英语教学研究的发展概况。理论层面，本书不仅介绍了传统教学理论的新发展，还介绍年来兴起的新理论（如动态评估）以及国内本土化理论（如产出导向法、续论）的发展脉络。方法层面，本书涵盖了英语教学研究中的常用方法括描述研究和实验研究等。实践层面，本书梳理年来不同模式的英语教学以及专门用途英语教学研究概况。本书理论、方法、实践部分形成一个有机统一体，适用于各层次的英语教师、英语专业本科生和研究生，能够为广大外语师生从事外语教学与研究提供新视野。

目录

部分 英语教学概论 ··························1 第1 章 英语教学的本质 ··························3 1.1 英语教学的学科关联 ························4 1.1.1 英语教学与语言学 ··························4 1.1.2 英语教学与教育学 ··························14 1.1.3 英语教学与心理学 ··························15 1.2 英语教学的目标 ····························18 1.2.1 语言目标 ······························19 1.2.2 非语言目标 ·····························23 第2 章 新时代英语教学研究发展概况 ·················31 2.1 社会转向 ·······························32 2.1.1 主要观点 ······························32 2.1.2 实证依据 ······························36 2.1.3 对教学与研究的启示··························39 2.2 多语转向 ·······························41 2.2.1 主要观点 ······························42 2.2.2 实证依据 ······························44 2.2.3 对教学与研究的启示··························46 2.3 积极情感转向 ·····························48 2.3.1 主要观点 ······························48 2.3.2 实证依据 ······························50 2.3.3 对教学与研究的启示··························53 2.4 超学科趋势 ······························54 2.4.1 主要观点 ······························55 2.4.2 实证依据 ······························58 2.4.3 对教学与研究的启示··························60 部分 英语教学理论发展 ·························63 第3 章 英语教学理论研究新成果 ·················65 3.1 全球化背景下的英语教学 ························65 3.1.1 全球化背景下英语教学的变革与挑战 ········ 65 3.1.2 全球化背景下英语学习者/ 教师身份 ········ 67 3.1.3 全球化背景下英语教学的中国视角 ············ 70 3.2 交际教学法 ······························73 3.2.1 交际教学法理论基础··························73 3.2.2 交际教学法研究新进展 ························76 3.2.3 未来研究发展方向 ··························80 3.3 动态评估 ·······························82 3.3.1 理论基础 ······························83 3.3.2 动态评估实施程序 ··························84 3.3.3 动态评估研究进展 ··························88 3.3.4 未来研究发展方向 ··························92 第4 章 国内英语教学理论研究新成果 ·················93 4.1 英语教学多模态研究 ··························93 4.1.1 课堂教学多模态设计与模态协同 ················ 93 4.1.2 多元识读能力培养 ··························97 4.1.3 多模态英语教学实践研究 ·······················104 4.1.4 学术贡献 ······························110 4.1.5 对教学与研究的启示··························11 4.2 英语自研究 ···························112 4.2.1 自概念及其发展 ························112 4.2.2 国内英语自研究概述 ·····················114 4.2.3 外语类专业学生自能力界定及其培养 ··············116 4.2.4 学术贡献 ······························123 4.2.5 对教学与研究的启示··························124 4.3 续论 ·································126 4.3.1 续论的产生背景 ···························126 4.3.2 续论的理论基础 ···························127 4.3.3 续论的发展历程 ···························128 4.3.4 续论的实证研究 ···························130 4.3.5 学术贡献 ······························135 4.3.6 对教学与研究的启示··························136 4.4 产出导向法 ······························139 4.4.1 产出导向法理论及其发展 ·······················139 4.4.2 产出导向法的实证研究 ························146 4.4.3 产出导向法的辩证研究范式 ·····················154 4.4.4 学术贡献 ······························156 4.4.5 对教学与研究的启示··························158 第三部分 英语教学研究方法 ·························161 第5 章 描述研究 ·····························163 5.1 什么是描述研究 ···························163 5.1.1 描述研究的定义及特征 ·······················163 5.1.2 描述研究的分类 ··························165 5.2 描述研究的数据收集 ·························167 5.2.1 录音/ 录像 ·····························167 5.2.2 民族志 ·······························168 5.2.3 课堂观察 ······························171 5.2.4 访谈 ································174 5.2.5 问卷调查 ······························176 5.3 描述研究的数据分析 ·························180 5.3.1 输入互动分析 ····························181 5.3.2 会话分析 ······························183 5.3.3 话语分析 ······························186 5.3.4 扎根理论 ······························189 5.4 描述研究的信度和效度 ························192 5.4.1 描述研究的信度 ··························192 5.4.2 描述研究的效度 ··························192 第6 章 相关研究 ·····························195 6.1 什么是相关研究 ···························195 6.1.1 相关研究的定义及特征 ·······················195 6.1.2 相关研究的分类 ··························197 6.2 相关研究的数据收集 ·························198 6.2.1 自然观察法 ·····························198 6.2.2 档案资料法 ·····························198 6.2.3 调查法 ·······························199 6.3 相关研究的数据分析 ·························199 6.3.1 相关分析 ······························199 6.3.2 因子分析 ······························202 6.3.3 多元回归分析 ····························207 6.3.4 结构方程模型 ····························212 6.4 相关研究的信效度分析 ························215 6.4.1 相关研究的信度 ··························215 6.4.2 相关研究的效度 ··························216 第7 章 实验研究 ······························217 7.1 什么是实验研究 ····························217 7.1.1 实验研究的定义及特征 ························217 7.1.2 实验研究的分类 ···························218 7.2 实验研究的数据收集 ··························220 7.2.1 诱导式产出 ·····························221 7.2.2 语法判断任务 ····························221 7.2.3 阐释任务 ·····························222 7.2.4 自评或同伴评价 ···························224 7.2.5 问卷调查 ······························225 7.2.6 眼动技术 ······························226 7.2.7 自定速阅读 ·····························227 7.3 实验研究的数据分析 ··························228 7.3.1 描述数据分析 ···························228 7.3.2 推论数据分析 ···························231 7.4 实验研究的信效度控制 ·························233 7.4.1 实验研究的信度 ···························233 7.4.2 实验研究的效度 ···························234 第8 章 英语教学研究的伦理观 ······················· 235 8.1 什么是研究伦理 ····························235 8.2 教学研究中的主要伦理困境 ·······················237 8.3 英语教学研究中的伦理原则 ·······················240 8.3.1 研究者的研究诚信 ··························241 8.3.2 参与者隐私问题 ···························242 8.3.3 知情同意问题 ····························243 8.3.4 有利原则 ····························245 8.3.5 公平公正原则 ····························245 8.4 多语和多文化环境下的研究伦理问题 ·········· 246 8.5 数字环境下的研究伦理问题 ·······················247 第四部分 英语教学实践研究 ························249 第9 章 不同模式下的英语教学实践研究 ············· 251 9.1 线下英语教学实践研究 ·························251 9.1.1 学习者研究······························251 9.1.2 教师研究·······························259 9.2 线上英语教学实践研究··························263 9.2.1 学习者研究······························263 9.2.2 教师研究·······························265 9.2.3 教学过程研究·····························266 9.3 线上与线下融合式英语教学实践研究········· 268 9.3.1 学习者研究······························269 9.3.2 教师研究·······························270 9.3.3 混合教学模式研究···························271 第10 章 专门用途英语教学实践研究················ 275 10.1 专门用途英语的概念及其发展历程··········· 275 10.1.1 专门用途英语的概念·························275 10.1.2 专门用途英语研究发展历程 ··················· 277 10.2 专门用途英语教学现状研究 ····················· 287 10.2.1 学习者研究·····························289 10.2.2 教师研究······························293 10.2.3 教学过程研究····························302 10.3 专门用途英语教学与研究的未来发展方向 ·····305 第五部分 未来展望·····························309 第11 章 英语教学研究发展趋势 ······················311 11.1 从复杂理论视角探究英语教学··················· 311 11.1.1 复杂理论核心理念··························311 11.1.2 复杂理论视角下的英语教学 ··················· 312 11.2 技术与英语教学整合研究 ························314 11.2.1 技术支撑的英语教学形式与特征 ············ 314 11.2.2 技术支撑的英语教学研究·······················317 11.3 师生能动研究····························318 11.3.1 能动本质·····························319 11.3.2 能动研究理论视角·························320 11.3.3 能动研究主要内容·························323 11.3.4 能动未来研究趋势·························325 11.4 新时代英语教材研究··························326 11.4.1 英语教材编写研究··························327 11.4.2 英语教材评估研究··························327 11.4.3 英语教材与教师发展关联研究 ··············· 329 参考文献··································333 术语表···································407