英语课堂语篇教学中的教师启动问答教学法研究

章节摘录

　　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.　　……

内容概要

　　刘炜副教授，主要从事应用语言学、外语教育学和外语教师教育研究，系国际应用语言学协会、中国语用学研究会、中国话语语言学研究会、亚洲英语教师协会、中国英语教学研究会、中国教育学会外语教学专业委员会、全国教师教育学会等会员，国家基础教育实验中心外语教育研究中心研究员，湖南省新世纪121人才工程人选，教育部普通高等学校青年骨干教师国内访问学者。
　　迄今，已在《外语界》、《外语教学理论与实践》、《山东外语教学》、《西安外国语大学学报》、《北京第二外国语学院学报》、《外语与翻译》、《英语研究》、《英语教学》（台湾）、《外语教育》、《中小学英语教育》、《中小学英语教学与研究》、《英语教师》、《基础教育外语教学研究》、《山东师范大学外国语学院学报》、《外语艺术教育研究》、《中国大学教学》、《课程·教材·教法》、《现代教育科学》、《教育学术研究》、《教育实践与研究》、《教学研究》等外语与教育类专业刊物发表学术论文数十篇。多次参加语言学、语言教学、课程与教学等专题会议并宣读论文。

书籍目录

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

编辑推荐

　　《英语课堂语篇教学中的教师启动问答教学法研究：理论与实践》系国内首部英文撰写的英语课堂基于语篇教学的教师问答教学法研究专著，具有如下特色：　　理论与实践紧密结合：提供了系统、全面的教师问答教学法理论框架，展示了基于实证调查的详实数据呈现与深入分析讨论。　　融汇国内外相关研究：基于英语教学的跨学科属性，融语言学、教育学、语言教育学三位一体，将教学法与教师发展有机结合。

作者简介

《英语课堂语篇教学中的教师启动问答教学法研究:理论与实践》系国内首部英文撰写的英语课堂基于语篇教学的教师问答教学法研究专著，书中不仅将理论与实践紧密结合：提供了系统、全面的教师问答教学法理论框架，展示了基于实证调查的详实数据呈现与深入分析讨论。还融汇了国内外的相关研究：基于英语教学的跨学科属性，融语言学、教育学、语言教育学三位一体，将教学法与教师发展有机结合。

《英语课堂语篇教学中的教师启动问答教学法研究:理论与实践》共分四个部分：第一部分就核心概念及其关系以及研究动因予以澄清；第二部分从考察维度和动态提问的策略体系进行了较为全面的介绍与框架重构；第三部分是一项基于实际案例的英语课堂语篇教学中的教师启动问答教学法实证研究。第四部分对教师专业能力、教学法与教师专业发展及其关系进行了探讨，并从年轻教师专业发展的视角来审视课堂问答教学法。

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