图书介绍
读写教学法在高校实施的案例研究PDF|Epub|txt|kindle电子书版本网盘下载
- 刘毅著 著
- 出版社： 广州：中山大学出版社
- ISBN：9787306058713
- 出版时间：2017
- 标注页数：252页
- 文件大小：27MB
- 文件页数：277页
- 主题词：英语－阅读教学－教学研究－高等学校－英文；英语－写作－教学研究－高等学校－英文
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图书目录
Chapter One：Introduction1
1.1 Background of the study1
1.2 Purpose of the study5
1.3 Research questions6
1.4 Organization of the study7
Chapter Two：Literature review9
2.1 The Sydney School9
2.1.1 Three approaches to genre-based pedagogy9
2.1.2 The first phase of the Sydney School10
2.1.3 The second phase of the Sydney School19
2.2 The Reading to Learn program28
2.3 Bernsteinian influence on the Sydney School and the R2L program34
2.4 Classroom discourse analysis38
2.5 Theoretical framework43
2.5.1 Commitment theory43
2.5.2 Bernstein's theory of knowledge structure and Maton's Semantics47
Chapter Three：Research methodology53
3.1 Setting53
3.2 Participants54
3.3 Interview questions and questionnaire55
3.4 Data collection56
3.5 Selection of lessons for analysis57
3.6 Questionnaire data analysis60
3.7 Transcription convention60
Chapter Four：Commitment resources as scaffolding strategies63
4.1 Metadiscourse63
4.1.1 Pedagogical functions of graphological nouns64
4.1.1.1 Topicalization64
4.1.1.2 Projection67
4.1.2 Pedagogical functions of abstract nouns71
4.1.2.1 Demonstrative exemplification72
4.1.2.2 Causative and consequential exemplification74
4.1.3 Summary76
4.2 Meaning committed in preparation cues in the scaffolding learning cycle77
4.2.1 Wh-interrogative77
4.2.1.1 Wh-interrogative with position cues79
4.2.1.2 Wh-interrogative with synonyms or paraphrases as meaning cues83
4.2.2 Generalization as commitment resources85
4.2.2.1 Classification86
4.2.2.2 Composition89
4.2.3 Summary91
4.3 Demetaphorization91
4.3.1 The R2 L's theorectical model and Rose's own classroom practice92
4.3.2 Teacher A's treatment of grammatical metaphors96
4.3.3 Teacher B's treatment of grammatical metaphors101
4.3.4 Summary104
4.4 Concluding remarks105
Chapter Five：Voice from the teachers and the students107
5.1 The English teachers'views of R2L and their adaptation107
5.1.1 Teacher A's view of R2L and his adaptation107
5.1.2 Teacher B's view and his adaptation113
5.1.3 Some reflections116
5.2 Questionnaire survey result117
5.2.1 R2L's effectiveness in improving reading and writing117
5.2.2 Appropriateness of reading texts and writing assignments119
5.2.3 Overall attitudes toward teaching style and three main teaching phases120
5.2.4 Effectiveness of the three main teaching phases122
5.2.4.1 Teacher's explanation of a reading text122
5.2.4.2 Highlighting the reading text123
5.2.4.3 Joint-rewriting on the white board125
5.3 Summary127
Chapter Six：Conclusion128
6.1 Commitment resources as scaffolding strategies128
6.2 The English teachers'view of the R2L program and their adaptation131
6.3 Questionnaire survey result132
6.4 Pedagogical implications133
6.5 Limitations of the study136
6.6 Suggestions for future study137
References138
Appendices160
Appendix 1．Journal article160
Appendix 2．Questionnaire166
Appendix 3．Transcripts of David Rose's demonstration lesson171
Appendix 4．Transcripts of Teacher A's lesson183
Appendix 5．Transcripts of Teacher B's lesson216
后记251