英語(yǔ)課堂語(yǔ)篇教學(xué)中的教師啟動(dòng)問(wèn)答教學(xué)法研究

內(nèi)容概要

　　本書立足教師專業(yè)發(fā)展視角，聚焦英語(yǔ)課堂語(yǔ)篇教學(xué)中的教師啟動(dòng)問(wèn)答教學(xué)法的理論與實(shí)踐探索，系英語(yǔ)教師教育與英語(yǔ)教學(xué)法的專題研究。
　　全書共分四個(gè)部分：第一部分就核心概念及其關(guān)系以及研究動(dòng)因予以澄清；第二部分從普通教育和語(yǔ)言教育的雙重領(lǐng)域?qū)φZ(yǔ)言教師課堂啟動(dòng)問(wèn)答教學(xué)法所涉及的理論基礎(chǔ)--問(wèn)題與提問(wèn)的界定、功能、使用類型與頻率、靜態(tài)問(wèn)題的考察維度和動(dòng)態(tài)提問(wèn)的策略體系進(jìn)行了較為全面的介紹與框架重構(gòu)；第三部分是一項(xiàng)基于實(shí)際案例的英語(yǔ)課堂語(yǔ)篇教學(xué)中的教師啟動(dòng)問(wèn)答教學(xué)法實(shí)證研究，該調(diào)查在作者構(gòu)建的數(shù)據(jù)描寫與分析框架中側(cè)重從教師的角度對(duì)基于語(yǔ)篇的中學(xué)英語(yǔ)課堂教師啟動(dòng)問(wèn)答教學(xué)法使用中的問(wèn)題和提問(wèn)的各個(gè)維度進(jìn)行了較為詳細(xì)的行為描述與數(shù)據(jù)分析，最后對(duì)主要發(fā)現(xiàn)進(jìn)行了深入的理論探討；第四部分基于前述理論與實(shí)踐研究，從對(duì)影響教師啟動(dòng)問(wèn)答教學(xué)外部行為表現(xiàn)的內(nèi)在因素--教師專業(yè)能力、教學(xué)法與教師專業(yè)發(fā)展及其關(guān)系進(jìn)行了探討，從而從年輕教師專業(yè)發(fā)展的視角來(lái)審視課堂問(wèn)答教學(xué)法。
　　本書對(duì)于了解英語(yǔ)語(yǔ)篇教學(xué)中的問(wèn)答教學(xué)法理論基礎(chǔ)和研究現(xiàn)狀、促進(jìn)英語(yǔ)教師改善基于語(yǔ)篇的語(yǔ)言教學(xué)中的問(wèn)答教學(xué)法實(shí)踐具有重要的理論與現(xiàn)實(shí)指導(dǎo)意義。因此，本書適用于關(guān)注語(yǔ)言教學(xué)理論與實(shí)踐的英語(yǔ)教學(xué)法研究者、英語(yǔ)教研員、英語(yǔ)教師和擬從事英語(yǔ)教學(xué)工作的英語(yǔ)專業(yè)學(xué)生。

作者簡(jiǎn)介

　　劉煒副教授，主要從事應(yīng)用語(yǔ)言學(xué)、外語(yǔ)教育學(xué)和外語(yǔ)教師教育研究，系國(guó)際應(yīng)用語(yǔ)言學(xué)協(xié)會(huì)、中國(guó)語(yǔ)用學(xué)研究會(huì)、中國(guó)話語(yǔ)語(yǔ)言學(xué)研究會(huì)、亞洲英語(yǔ)教師協(xié)會(huì)、中國(guó)英語(yǔ)教學(xué)研究會(huì)、中國(guó)教育學(xué)會(huì)外語(yǔ)教學(xué)專業(yè)委員會(huì)、全國(guó)教師教育學(xué)會(huì)等會(huì)員，國(guó)家基礎(chǔ)教育實(shí)驗(yàn)中心外語(yǔ)教育研究中心研究員，湖南省新世紀(jì)121人才工程人選，教育部普通高等學(xué)校青年骨干教師國(guó)內(nèi)訪問(wèn)學(xué)者。
　　迄今，已在《外語(yǔ)界》、《外語(yǔ)教學(xué)理論與實(shí)踐》、《山東外語(yǔ)教學(xué)》、《西安外國(guó)語(yǔ)大學(xué)學(xué)報(bào)》、《北京第二外國(guó)語(yǔ)學(xué)院學(xué)報(bào)》、《外語(yǔ)與翻譯》、《英語(yǔ)研究》、《英語(yǔ)教學(xué)》（臺(tái)灣）、《外語(yǔ)教育》、《中小學(xué)英語(yǔ)教育》、《中小學(xué)英語(yǔ)教學(xué)與研究》、《英語(yǔ)教師》、《基礎(chǔ)教育外語(yǔ)教學(xué)研究》、《山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào)》、《外語(yǔ)藝術(shù)教育研究》、《中國(guó)大學(xué)教學(xué)》、《課程·教材·教法》、《現(xiàn)代教育科學(xué)》、《教育學(xué)術(shù)研究》、《教育實(shí)踐與研究》、《教學(xué)研究》等外語(yǔ)與教育類專業(yè)刊物發(fā)表學(xué)術(shù)論文數(shù)十篇。多次參加語(yǔ)言學(xué)、語(yǔ)言教學(xué)、課程與教學(xué)等專題會(huì)議并宣讀論文。

書籍目錄

Part Ⅰ Setting the Scene: Key Concepts & Their Relations-Why
Teacher-initiated Text-based Questions & Questioning in EFL
Classrooms ?
Chapter 1 Texts as Representations of Language in Use
1.1 Language in use: text or discourse?
1.1.1 Different terms, the same denotation
1.1.2 Different denotations & connotations
1.2 Types & features of texts
1.2.1 Types of text/discourse
1.2.2 Features of text/discourse
Chapter 2 A Text-based Approach to Language Teaching
2.1 A perspective of general ehducation
2.1.1 Language-mediated interactive instruction
2.1.2 Textbook-based teaching & learning
2.1.3 Text-based teaching & learning
2.2 A perspective oflanguage pedagogy
2.2.1 Texts as basic units of language teaching
2.2.2 Arguments for text-based language teaching
2.2.3 Some aspects of text-based language teaching
2.2.4 Interpretative nature of text-based language teaching
Chapter 3 Questions & Questioning as Pedagogical Tools in
Language Classrooms
3.1 Focusing on teacher-initiated questions & questioning
3.1.1 Significance of teacher questions & questioning in
schooling
3.1.2 Teacher-initiated questions & questions in language
classrooms
3.2 An overview of research into teacher questions &
questioning
3.2.1 Studies in general education
3.2.2 Studies in language pedagogy
Chapter 4 Text-based Questions & Questioning as Learning Tasks
in Language Teaching
4.1 An overview of learning tasks in language teaching
4.1.1 The concept of task in general pedagogy
4.1.2 Understanding tasks in language pedagogy
4.2 Tasks as pedagogical tools for text-based teaching
4.2.1 The background & rationale
4.2.2 Transition from text/task to.task/text
4.3 Questions as learning tasks for text-based teaching
4.3.1 The role of questions in text-based learning
4.3.2 Effects of questions on text-based learning
Part Ⅱ A Theoretical Exploration: Basic Guidelines for
Teacher-initiated Text-based Questions & Questioning in EFL
Classrooms
Chapter 5 Definition of Teacher-initiated Questions &
Questioning
5.1 Definition.of teacher-initiated qestions
5.1.1 Definitions of questions
5.1.2 Definitions of teacher questions
5.2 Definition of teacher-initiated questioning
5.2.1 Definitions of questioning
5.2.2 Definitions of teacher questioning
5.3 Summary
Chapter 6 Function of Teacher-initiated Questions &
Questioning
6.1 Functions perceived by teachers
6.2 Functions proposed by experts
6.2.1 Promoting learner-centredness & learner talk
6.2.2 Promoting learner development in cognition & affe
ct
6.3 Summary
Chapter 7 Typology of Teacher-initiated Questions
7.1 Criterion Ⅰ: grammatical forms
7.2 Criterion Ⅱ: communicative value
7.2.1 Procedural & echoic questions
7.2.2 Display & referential questions
……
Part Ⅲ An Empirical Investigation:Case Studies of the Practice of
Teacher-initiated Text-based Questions & Questioning
Part Ⅳ Concluding Remarks:Looking beyond the Practice-PRofessional
Competence,Teaching Methodology & Teacher Development

章節(jié)摘錄

　　The issue of "what is the basic unit of language？" depends largely uponviews on language.Along with the research into actual language use by nativespeakers and the development oflinguistics， particularly corpus-based linguis-tics and functional linguistics， it is found that collocation is a popular phe-nomenon that words co-occur with high frequency for the use of language andthe division between vocabulary and grammar is blurring， and therefore theconcept of lexico-grammar has been proposed by linguists.It is believed thatlanguage in use is formed not just by discrete， separated and isolated wordsbut mainly by multi-word units such as compound words， idioms， metaphorsand fixed expressions （McCarthy，1990： 1）Current research in computation-al studies of texts and language acquisition converges in a way that reveals thelexical phrase as an ideal unit which can be exploited for language teaching.Routinized formulaics and other sorts of prefabricated language chunks play apart in both acquiring and performing language. Lexical phrase or prefabrica-ted language is a lexico-grammar unit （Nattinger & DeCarrico，1992：1）andthe application for language teaching is a lexical phrase approach to teachingspoken and written discourse， such as conversations， listening and readingtexts， and various writings.　　……

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　　《英語(yǔ)課堂語(yǔ)篇教學(xué)中的教師啟動(dòng)問(wèn)答教學(xué)法研究：理論與實(shí)踐》系國(guó)內(nèi)首部英文撰寫的英語(yǔ)課堂基于語(yǔ)篇教學(xué)的教師問(wèn)答教學(xué)法研究專著，具有如下特色：　　理論與實(shí)踐緊密結(jié)合：提供了系統(tǒng)、全面的教師問(wèn)答教學(xué)法理論框架，展示了基于實(shí)證調(diào)查的詳實(shí)數(shù)據(jù)呈現(xiàn)與深入分析討論?！　∪趨R國(guó)內(nèi)外相關(guān)研究：基于英語(yǔ)教學(xué)的跨學(xué)科屬性，融語(yǔ)言學(xué)、教育學(xué)、語(yǔ)言教育學(xué)三位一體，將教學(xué)法與教師發(fā)展有機(jī)結(jié)合。

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