移动辅助语言教学新视野—中国内陆高校英语教师信念与实践探究
发布时间：2023-04-07 02:28
伴随移动信息通信技术(MICT)在新千年的快速发展,我国高校英语教学既充满机遇,也面临诸多挑战。先导研究发现,越来越多的教师开始挑战主流的英语教学方法,借助移动辅助语言学习(MALL)实施混合型英语课程教学。现有的研究显示,语言教师的信念在移动辅助英语学习的教学决策中起着至关重要的作用,但是在他们将新兴的移动信息通信技术资源融入教学的过程中,教师的信念与实践存在自相矛盾的现象。虽然目前为止,学界对于教师的信念与实践已进行了广泛的研究,但对于移动辅助语言学习环境下的高校英语非母语教师的信念分类及教学方法的调研却并不多见。本研究尝试聚焦中国内陆地区高校英语非母语教师对于移动辅助语言学习的教学信念,并对他们在课堂内外使用移动信息通信技术、尤其是以社交网络服务作为辅助工具以开展移动辅助语言教学的过程进行探究。结合本研究的探索性和社会导向特征,采用了Q分类法与案例研究法相结合的混合研究设计,从定性和定量两方面探究了中国中部地区的山西省高校教师对于移动辅助英语教学的信念与实践。在第一阶段,运用Q分类法调查了来自山西省内4所高校的37名英语教师的教学信念,内容涉及:英语语言学理论、英语教学法、课程内...
【文章页数】：228 页
【学位级别】：博士
【文章目录】：
Acknowledgments 摘要 Abstract Chapter 1 Introduction
1.1 Personal motivation
1.2 Background and context
1.3 Aim, scope, and significance
1.4 Methods used
1.5 Overview Chapter 2 Literature Review
2.1 Introduction
2.2 Language teacher cognition
2.2.1 Emergence of teacher cognition as a research area
2.2.2 Progression of language teacher cognition research
2.2.3 Overview of language teachers’ beliefs
2.2.3.1 What are language teachers’ beliefs?
2.2.3.2 What is the state of research on language teachers’ beliefs?
2.2.3.3 How have language teachers’ beliefs been studied?
2.3 Language teaching pedagogy
2.3.1 Language teaching as methodology
2.3.2 Pedagogy: An alternative to methodology
2.3.3 Language teachers’ beliefs and practices
2.4 Mobile-assisted language learning as pedagogy
2.4.1 Origin and development of mobile learning
2.4.2 Mobile learning as pedagogy
2.4.3 Mobile-assisted language learning for ELT
2.5 Tentative conceptual framework
2.5.1 Theory of planned behavior
2.5.2 Affordances of technology
2.5.3 Constructivist pedagogy
2.5.4 The present study
2.6 Summary Chapter 3 Research Design
3.1 Introduction
3.2 Developing research questions
3.3 Overall approach and rationale
3.3.1 Q sorting
3.3.2 Case study
3.4 Research process of implementing Q sorting
3.4.1 Generation of concourse
3.4.2 Construction of Q-set
3.4.3 Recruitment of P-set
3.4.4 Operation of Q sorting
3.4.5 Analysis of Q sorts
3.5 Conducting the case study
3.5.1 Selection of participants
3.5.2 Data collection
3.5.2.1 Interviews
3.5.2.2 Observation
3.5.2.3 Documentation
3.5.3 Data analysis
3.5.3.1 Interview data analysis
3.5.3.2 Observation data analysis
3.5.3.3 Documentation data analysis
3.6 Considerations on trustworthiness and ethics
3.7 Summary Chapter 4 Results of Q Sorting
4.1 Introduction
4.2 Quantitative data and detection of Q Factors
4.3 Qualitative data analysis
4.3.1 Factor A: Limited-MALL-minded student-centered decision makers .
4.3.2 Factor B: MALL facilitators not proficient in MICT integration
4.3.3 Factor C: Knowledge processors cautious about MALL
4.3.4 Factor D: Mildly MALL-oriented reflective practitioners
4.4 Summary Chapter 5 Findings of the Case Study
5.1 Introduction
5.2 Profiles of the three teachers
5.2.1 Ms. Zhao of Factor A
5.2.2 Mr. Guo of Factor B
5.2.3 Ms. Liu of Factor D
5.2.4 Affiliation of the three teachers
5.3 Theme one: Communicative MALL environment
5.3.1 MALL planning in theoretical and pedagogical models
5.3.1.1 MALL theoretical foundations
5.3.1.2 MALL pedagogical designs
5.3.2 Defining MALL across time and place
5.3.2.1 MICT applied in ELT
5.3.2.2 Student engagement
5.3.2.3 Mobility
5.3.3 Summary
5.4 Theme two: Meeting complex demands
5.4.1 Student needs
5.4.2 Institutional requirements and expectations
5.4.3 Instructional goals
5.4.3.1 Connecting language with culture and the real world
5.4.3.2 Language production and transferable skillsets
5.4.4 Summary
5.5 Theme three: MALL as communicative pedagogy
5.5.1 Maintaining individualized routines
5.5.1.1 Appropriate use of devices and tools
5.5.1.2 Student engagement and effective learning
5.5.2 Incorporating the language skills with CLT strategies
5.5.2.1 Specific assignments for TBLT
5.5.2.2 Authentic resources for communicative modes
5.5.3 Considering the challenges
5.5.3.1 Student management
5.5.3.2 Adaptation and usefulness
5.5.4 Summary
5.6 Chapter summary and discussion Chapter 6 Discussion
6.1 Introduction
6.2 Reshaping teachers’ beliefs about MALL
6.3 Innovating teachers’ pedagogical practices with MALL
6.4 Adapting MALL pedagogy to a hybrid English teaching and learning
6.5 Reconceptualizing pedagogy for ELT-oriented MALL pedagogy
6.6 Summary Chapter 7 Conclusions and Implications
7.1 Introduction
7.2 Major findings of the study
7.3 Major contributions of the study
7.4 Implications for the practice
7.4.1 Adapting MALL curriculum content
7.4.2 Promoting MICT appropriation and innovation
7.4.3 Achieving teacher-student growth
7.5 Limitations and recommendations
7.6 Concluding remarks References Appendices
Appendix A: Screenshots on data visualization by Cite Space
Appendix B: Q-set (statements) on EFL teachers’ beliefs
Appendix C: Q sorting questionnaire
Appendix D: Samples of completed Q sorts
Appendix E: Classroom observation protocol
Appendix F: Sample of informed consent form
Appendix G: Analysis of Q sorts
Appendix H: Q-set (statements) rankings
本文编号：3784904
【文章页数】：228 页
【学位级别】：博士
【文章目录】：
Acknowledgments 摘要 Abstract Chapter 1 Introduction
1.1 Personal motivation
1.2 Background and context
1.3 Aim, scope, and significance
1.4 Methods used
1.5 Overview Chapter 2 Literature Review
2.1 Introduction
2.2 Language teacher cognition
2.2.1 Emergence of teacher cognition as a research area
2.2.2 Progression of language teacher cognition research
2.2.3 Overview of language teachers’ beliefs
2.2.3.1 What are language teachers’ beliefs?
2.2.3.2 What is the state of research on language teachers’ beliefs?
2.2.3.3 How have language teachers’ beliefs been studied?
2.3 Language teaching pedagogy
2.3.1 Language teaching as methodology
2.3.2 Pedagogy: An alternative to methodology
2.3.3 Language teachers’ beliefs and practices
2.4 Mobile-assisted language learning as pedagogy
2.4.1 Origin and development of mobile learning
2.4.2 Mobile learning as pedagogy
2.4.3 Mobile-assisted language learning for ELT
2.5 Tentative conceptual framework
2.5.1 Theory of planned behavior
2.5.2 Affordances of technology
2.5.3 Constructivist pedagogy
2.5.4 The present study
2.6 Summary Chapter 3 Research Design
3.1 Introduction
3.2 Developing research questions
3.3 Overall approach and rationale
3.3.1 Q sorting
3.3.2 Case study
3.4 Research process of implementing Q sorting
3.4.1 Generation of concourse
3.4.2 Construction of Q-set
3.4.3 Recruitment of P-set
3.4.4 Operation of Q sorting
3.4.5 Analysis of Q sorts
3.5 Conducting the case study
3.5.1 Selection of participants
3.5.2 Data collection
3.5.2.1 Interviews
3.5.2.2 Observation
3.5.2.3 Documentation
3.5.3 Data analysis
3.5.3.1 Interview data analysis
3.5.3.2 Observation data analysis
3.5.3.3 Documentation data analysis
3.6 Considerations on trustworthiness and ethics
3.7 Summary Chapter 4 Results of Q Sorting
4.1 Introduction
4.2 Quantitative data and detection of Q Factors
4.3 Qualitative data analysis
4.3.1 Factor A: Limited-MALL-minded student-centered decision makers .
4.3.2 Factor B: MALL facilitators not proficient in MICT integration
4.3.3 Factor C: Knowledge processors cautious about MALL
4.3.4 Factor D: Mildly MALL-oriented reflective practitioners
4.4 Summary Chapter 5 Findings of the Case Study
5.1 Introduction
5.2 Profiles of the three teachers
5.2.1 Ms. Zhao of Factor A
5.2.2 Mr. Guo of Factor B
5.2.3 Ms. Liu of Factor D
5.2.4 Affiliation of the three teachers
5.3 Theme one: Communicative MALL environment
5.3.1 MALL planning in theoretical and pedagogical models
5.3.1.1 MALL theoretical foundations
5.3.1.2 MALL pedagogical designs
5.3.2 Defining MALL across time and place
5.3.2.1 MICT applied in ELT
5.3.2.2 Student engagement
5.3.2.3 Mobility
5.3.3 Summary
5.4 Theme two: Meeting complex demands
5.4.1 Student needs
5.4.2 Institutional requirements and expectations
5.4.3 Instructional goals
5.4.3.1 Connecting language with culture and the real world
5.4.3.2 Language production and transferable skillsets
5.4.4 Summary
5.5 Theme three: MALL as communicative pedagogy
5.5.1 Maintaining individualized routines
5.5.1.1 Appropriate use of devices and tools
5.5.1.2 Student engagement and effective learning
5.5.2 Incorporating the language skills with CLT strategies
5.5.2.1 Specific assignments for TBLT
5.5.2.2 Authentic resources for communicative modes
5.5.3 Considering the challenges
5.5.3.1 Student management
5.5.3.2 Adaptation and usefulness
5.5.4 Summary
5.6 Chapter summary and discussion Chapter 6 Discussion
6.1 Introduction
6.2 Reshaping teachers’ beliefs about MALL
6.3 Innovating teachers’ pedagogical practices with MALL
6.4 Adapting MALL pedagogy to a hybrid English teaching and learning
6.5 Reconceptualizing pedagogy for ELT-oriented MALL pedagogy
6.6 Summary Chapter 7 Conclusions and Implications
7.1 Introduction
7.2 Major findings of the study
7.3 Major contributions of the study
7.4 Implications for the practice
7.4.1 Adapting MALL curriculum content
7.4.2 Promoting MICT appropriation and innovation
7.4.3 Achieving teacher-student growth
7.5 Limitations and recommendations
7.6 Concluding remarks References Appendices
Appendix A: Screenshots on data visualization by Cite Space
Appendix B: Q-set (statements) on EFL teachers’ beliefs
Appendix C: Q sorting questionnaire
Appendix D: Samples of completed Q sorts
Appendix E: Classroom observation protocol
Appendix F: Sample of informed consent form
Appendix G: Analysis of Q sorts
Appendix H: Q-set (statements) rankings
本文编号：3784904
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