《中國大學英語教師語法教學認知研究》是2012年12月由吉林大學出版社出版的圖書，作者是高強。
基本介紹
- 書名：中國大學英語教師語法教學認知研究
- 作者：高強
- ISBN：9787560194646
- 頁數：184
- 定價：20.00元
- 出版社：吉林大學出版社
- 出版時間：2012-12
內容簡介,作者簡介,目錄,
內容簡介
《中國大學英語教師語法教學認知研究》由高強所著，語法教學是外語教學研究的一個重點，但目前的研究多以學習者為調查對象，忽略了教師個人對教學的認知。其實，從本質上講，外語教學是一種高度複雜的認知行為，教師對教學有自己的知識、觀念、看法。
作者簡介
高強，男，濟南大學外國語學院副教授。2001年獲山東大學英語語言文學專業學士學位。2004年獲山東大學英語語言文學專業碩士學位，2007年獲山東大學英語語言文學專業博士學位。現主要從事英語教學與套用語言學研究，在《外語教學》、《中國外語》、《外語電化教學》、《外語教學理論與實踐》、《課程·教材·教法》等學術期刊發表論文多篇。
目錄
Chapter 1 Introduction 1
1.1 Preliminary Remarks 1
1.2 A Working Definition of Grammar 2
1.3 Rationales for the Present Research 3
1.4 Objectives of the Present Research 5
1.5 Significance of the Present Research 6
1.6 Organization of the Book 7
Chapter 2 A Review of L2 Grainmar Teaching 9
2.1 Introduction 9
2.2 A Historical Glimpse of Ups and Downs of L2 Grammar Teaching 9
2.2.1 Grammar Teaching in the Methods-Oriented Era 9
2.2.2 Grammar Teaching in the SLA-Oriented Era 12
2.2.3 Summary 17
2.3 Teacher Language Awareness (TLA) in L2 Grammar Teaching 17
2.3.1 An Interpretation of TLA 18
2.3.2 Impacts and Roles of TLA in 12 Grammar Teaching 19
2.3.3 Empirical Studies of TLA in L2 Grammar Teaching 21
2.3.4 Summary 22
2.4 Empirical Studies of L2 Grammar Teaching from the Perspective of Teacher Cognition
2.4.1 Surveys of L2 Teachers' Beliefs about Grammar Teaching
2.4.2 Surveys of L2 Teachers' Explicit Grammatical Knowledge
2.4.3 Studies of the Relationships between L2 Teachers' Cognitions and their Practices of Grammar Teaching
2.5 Summary
Chapter 3 A Research Framework of L2 Teacher Cognition
3.1 Introduction
3.2 An Exploration of the Construct of Teacher Cognition
3.2.1 Definitions of Teacher Cognition
3.2.2 Content of Teacher Cognition
3.2.3 Theoretical Underpinnings of Teacher Cognition
3.2.4 Characteristics of Teacher Cognition
3.2.5 Actualizations of Teacher Cognition
3.3 A Research Model of L2 Teacher Cognition
3.3.1 Borg's Research Model of Teacher Cognition in Mainstream Education
3.3.2 A Modified Research Model of L2 Teacher Cognition Based upon Borg's
3.3.3 Factors Interacting with L2 Teacher Cognition
3.4 A Research Model of L2 Teachers' Cognitions about Grammar Teaching
3.5 Summary
Chapter 4 Research Design
4.1 Introduction
4.2 Research Setting
4.3 Research Questions
4.4 Instruments
4.4.1 Teachers' Beliefs Questionnaire
4.4.2 Teachers' Gramrnatical Knowledge Questionnaire
4.4.3 Teachers' Common Practices Questionnaire
4.4.4 Students' Beliefs Questionnaire
4.4.5 Supplements to the Four Questionnaires
4.5 Pilot Study
4.6 Participants
4.6.1 Participant Teachers
4.6.2 Participant Students
4.7 Data Collection
4.8 Data Analysis
4.8.1 Validating the Data
4.8.2 Analyzing Quantitative Data
4.8.3 Analyzing Qualitative Data
4.9 Summary
Chapter 5 Results and Discussion
5.1 Introduction
5.2 Teachers' Beliefs about Grammar Teaching
5.2.1 An Overview of Teachers' Beliefs about Grammar Teaching
5.2.2 Teachers' Individual Differences and their Beliefs about Grammar Teaching
5.2.3 Sources of Teachers' Beliefs about Grammar Teaching
5.3 Teachers' Knowledge of Grammar
5.3.1 An Overview of Teachers' Grammatical Knowledge
5.3.2 Teachers' Individual Differences and their Grammatical Knowledge
5.3.3 Distributional Characteristics of Teachers' Grammatical Knowledge
5.4 Relationships between Teachers' Cognitions and their Common Practices
5.4.1 Relationships between Teachers' Beliefs and their Common Practices of Grammar Teaching
5.4.2 Relationships between Teachers' Grammatical Knowledge and their Common Practices of Grammar Teaching
5.5 Relationships of Teachers' Beliefs and Common Practices with their Students' Beliefs about Grammar Learning
5.6 Summary
Chapter 6 Implications
……
Chapter 7 Conclusion
Bibliography
