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許淵沖譯唐詩三百首:漢文·英語
任務型教學法下兼顧形式與意義對英語學習者口語表現的影響 版權信息
- ISBN：9787811269963
- 條形碼：9787811269963 ; 978-7-81126-996-3
- 裝幀：一般膠版紙
- 冊數：暫無
- 重量：暫無
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任務型教學法下兼顧形式與意義對英語學習者口語表現的影響 內容簡介
《任務型教學法下兼顧形式與意義對英語學習者口語表現的影響》以英語教學中的形式與意義之爭為研究背景，介紹兼顧形式與意義（focus on form）的理論基礎、研究現狀和主要成果。 《任務型教學法下兼顧形式與意義對英語學習者口語表現的影響》著力探討的兩個主要問題為：（1）對比兼顧形式與意義以及以意義為中心兩種教學手段對外語學習者習得和運用系動詞be的效果；（2）調查外語學習者對兩種教學手段的態度。
任務型教學法下兼顧形式與意義對英語學習者口語表現的影響 目錄
CHAPTER ONE INTRODUCTION
1．1 Background to the research
1．2 Statement of the problem
1．3 Rationale of the study
1．4 Research Questions
1．5 Definition of terms
CHAPTER TWO LITERATURE REVIEW
2．1 Introduction
2．2 Definitions and Conceptions of FonF and FonFs
2．2．1 FonF
2．2．2 Focus on meaning （FonM）
2．3 Advantages and disadvantages of FonF and FonM
2．3．1 Advantages and disadvantages of FonF
2．3．2 Advantages and disadvantages of FonM
2．4 Principles underlying FonF
2．4．1 Implicit and explicit learning
2．4．2 Implicit knowledge and explicit knowledge
2．4．3 Skill-building theory
2．4．4 Noticing Hypothesis
2．5 Framework for conducting FonF
2．5．1 Input
2．5．2 Comprehension
2．5．3 Intake
2．5．4． Integration
2．5．5 Output
2．5．6 Summary
2．6 Previous research studies on FonF
2．6．1 Implicit and explicit learning and FonF
2．6．2 Input-based FonF approaches
2．6．3 Output-oriented FonF approaches
2．6．4 Process-oriented FonF approach
CHAPTER THREE METHODOLOGY
3．1 Introduction
3．2 Research design
3．2．1 Site
3．2．2 Participants
3．2．3 Experiment procedures
3．2．4 The target form （copula be）
3．2．5 FonMF and FonM treatment
3．2．6 The development of the FonMF task design
3．2．7 The development of the FonM task design
3．3 Two Pilot studies for research tools
3．3．1 Choosing participants for the first tryout
3．3．2 First tryout of research tools
3．3．3 Second tryout of the research tools
3．4 Research tools
3．4．1 Reading material
3．4．2 Reading comprehension activity
3．4．3 C-R activity for the FonMF treatment
3．4．4 Reconstruction activity
3．4．5 Pretest． posttest and delayed posttest
3．4．6 Opinion questionnaire
3．4．7 Semi-structured interview
3．5 Procedures for data collection
3．5．1 Collecting date from the pretests
3．5．2 Collecting data from the posttests and delayed posttests
3．5．3 Collecting data from the questionnaires and interviews
3．6 Data scoring and coding
3．6．1 Scoring method
3．6．2 Measures of oral performance
3．6．3 Data from the questionnaire and the interview
3．7 Data Analysis
CHAPTER FOUR RESEARCH RESULTS
4．1 Introduction
4．2 Results for Research Question 1
4．2．1 Comparisons of the posttest scores between the FonMF and the FonM group
4．2．2 Comparisons of the delayed posttest scores between FonMF and FonM group
4．3 Results for Research Question 2
4．3．1 The results of the participants' perceptions towards the FonMF treatment
4．3．2 The results of the participants' perceptions towards the FonM treatment
CHAPTER FIVE DISCUSSIONS
5．1 Introduction
5．2 The immediate effects of the FonMF vs． the FonM treatment
5．2．1 The effects of the FonMF vs． the FonM treatment on the grammatical knowledge gains
5．2．2 The effects of the FonMF vs． the FonM treatment on the oral performance
5．2．3 Summary of the immediate effects of the FonMF vs． FonM
5．3 The retention effects of the FonMF vs． the FonM treatment
5．3．1 The retention effects of the FonMF vs． the FonM treatment on the grammatical knowledge gains
5．3．2 The retention effects of the FonMF vs． the FonM treatment on the oral performance
5．3．3 Summary of the retention effects of the FonMF vs．the FonM treatment
5．4 The theoretical framework of the FonMF treatment
5．4．1 The effects of the textual enhancement in the input
5．4．2 The effects of consciousness-raising activities to the intake
5．4．3 The effects of the reconstruction activity
5．5 Summary
CHAPTER SIX CONCLUSIONS
6．1 Introduction
6．2 Conclusions
6．2．1 Answers to Research Question 1
6．2．2 Answers to Research Question 2
6．3 Limitations
6．4 Recommendations
6．4．1 Recommendations for the FonMF task design
6．4．2 Recommendations for the field of FonMF in the SLA pedagogy
6．4．3 Recommendations for future research
REFERENCES
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX IV
APPENDIX V
APPENDIX VI
APPENDIX VII
APPENDIX VIII
APPENDIX IX
APPENDIX X
APPENDIX XI
APPENDIX XII
1．1 Background to the research
1．2 Statement of the problem
1．3 Rationale of the study
1．4 Research Questions
1．5 Definition of terms
CHAPTER TWO LITERATURE REVIEW
2．1 Introduction
2．2 Definitions and Conceptions of FonF and FonFs
2．2．1 FonF
2．2．2 Focus on meaning （FonM）
2．3 Advantages and disadvantages of FonF and FonM
2．3．1 Advantages and disadvantages of FonF
2．3．2 Advantages and disadvantages of FonM
2．4 Principles underlying FonF
2．4．1 Implicit and explicit learning
2．4．2 Implicit knowledge and explicit knowledge
2．4．3 Skill-building theory
2．4．4 Noticing Hypothesis
2．5 Framework for conducting FonF
2．5．1 Input
2．5．2 Comprehension
2．5．3 Intake
2．5．4． Integration
2．5．5 Output
2．5．6 Summary
2．6 Previous research studies on FonF
2．6．1 Implicit and explicit learning and FonF
2．6．2 Input-based FonF approaches
2．6．3 Output-oriented FonF approaches
2．6．4 Process-oriented FonF approach
CHAPTER THREE METHODOLOGY
3．1 Introduction
3．2 Research design
3．2．1 Site
3．2．2 Participants
3．2．3 Experiment procedures
3．2．4 The target form （copula be）
3．2．5 FonMF and FonM treatment
3．2．6 The development of the FonMF task design
3．2．7 The development of the FonM task design
3．3 Two Pilot studies for research tools
3．3．1 Choosing participants for the first tryout
3．3．2 First tryout of research tools
3．3．3 Second tryout of the research tools
3．4 Research tools
3．4．1 Reading material
3．4．2 Reading comprehension activity
3．4．3 C-R activity for the FonMF treatment
3．4．4 Reconstruction activity
3．4．5 Pretest． posttest and delayed posttest
3．4．6 Opinion questionnaire
3．4．7 Semi-structured interview
3．5 Procedures for data collection
3．5．1 Collecting date from the pretests
3．5．2 Collecting data from the posttests and delayed posttests
3．5．3 Collecting data from the questionnaires and interviews
3．6 Data scoring and coding
3．6．1 Scoring method
3．6．2 Measures of oral performance
3．6．3 Data from the questionnaire and the interview
3．7 Data Analysis
CHAPTER FOUR RESEARCH RESULTS
4．1 Introduction
4．2 Results for Research Question 1
4．2．1 Comparisons of the posttest scores between the FonMF and the FonM group
4．2．2 Comparisons of the delayed posttest scores between FonMF and FonM group
4．3 Results for Research Question 2
4．3．1 The results of the participants' perceptions towards the FonMF treatment
4．3．2 The results of the participants' perceptions towards the FonM treatment
CHAPTER FIVE DISCUSSIONS
5．1 Introduction
5．2 The immediate effects of the FonMF vs． the FonM treatment
5．2．1 The effects of the FonMF vs． the FonM treatment on the grammatical knowledge gains
5．2．2 The effects of the FonMF vs． the FonM treatment on the oral performance
5．2．3 Summary of the immediate effects of the FonMF vs． FonM
5．3 The retention effects of the FonMF vs． the FonM treatment
5．3．1 The retention effects of the FonMF vs． the FonM treatment on the grammatical knowledge gains
5．3．2 The retention effects of the FonMF vs． the FonM treatment on the oral performance
5．3．3 Summary of the retention effects of the FonMF vs．the FonM treatment
5．4 The theoretical framework of the FonMF treatment
5．4．1 The effects of the textual enhancement in the input
5．4．2 The effects of consciousness-raising activities to the intake
5．4．3 The effects of the reconstruction activity
5．5 Summary
CHAPTER SIX CONCLUSIONS
6．1 Introduction
6．2 Conclusions
6．2．1 Answers to Research Question 1
6．2．2 Answers to Research Question 2
6．3 Limitations
6．4 Recommendations
6．4．1 Recommendations for the FonMF task design
6．4．2 Recommendations for the field of FonMF in the SLA pedagogy
6．4．3 Recommendations for future research
REFERENCES
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX IV
APPENDIX V
APPENDIX VI
APPENDIX VII
APPENDIX VIII
APPENDIX IX
APPENDIX X
APPENDIX XI
APPENDIX XII
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