Strategies, styles and attribution:learning to learn English

目录
Preface
1 The Influence of Achievement Motivation and Attributional Beliefs on EFL Learning Strategy Use
1.1 Introduction
1.1.1 Aims of the Study
1.1.2 Terminology
1.2 Related Previous Studies and Findings
1.2.1 Studies of Learning Strategies
1.2.2 Motivation and Strategy Use
1.2.3 Attribution and Strategy Use
1.3 Methodology
1.3.1 Subjects
1.3.2 Instrumentation
1.3.3 Data Collection and Analysis Procedures
1.4 Data Analyses and Findings
1.4.1 Typical Types of Learning Strategies and Variation in Strategy Use by Proficiency
1.4.2 Do Different Levels of Achievement Motivation Have an Effect on the Use of Learning Strategies?
1.4.3 The Best Predictors of Learning Strategies in Relation to the Attributional Beliefs and Causal Models of Learning Strategies Based on Attributional Beliefs
1.5 Discussions and Implications
1.5.1 Discussions
1.5.2 Implications
1.6 Summary
2 A Relationship Study of English Learning Strategies,Learning Styles and English Achievement
2.1 Introduction
2.1.1 Research Background
2.1.2 Research Purposes
2.1.3 Hypotheses
2.1.4 Definitions
2.2 Previous Studies on Learning Strategies
2.2.1 Oxford's CLassification of Learning Strategies
2.2.2 Psychological Types
2.2.3 Relationship Between MBTI and Language Learning
2.2.4 Findings of Relevant Factors Influencing English Learning Strategies
2.3 Design and Implementation
2.3.1 Theoretical Framework
2.3.2 Tools for the Study
2.3.3 Samples
2.3.4 Data Collection Procedures
2.3.5 Data Analysis Procedures
2.4 Results and Discussions
2.4.1 High School Students' Distributions of Four Learning Style Dimensions In Zhanjiang City
2.4.2 Relationship Between Gender,English Achievement,Learning Styles and English Learning Strategies
2.4.3 Relationship Between Sex,Learning Styles and English Achievement
2.4.4 Correlation of the Related Variables with English Achievement
2.4.5 Predictors of English Achievement
2.5 Suggestions
2.5.1 Suggestions for English Teaching in High Schools
2.5.2 Limitations of This Study
2.5.3 Suggestions for Future Research
3 Learning Techniques for Non-English Majors
3.1 Introduction
3.2 Review of Related Researches
3.2.1 Individual Learner Differences and Learner Autonomy
3.2.2 Learning Strategies
3.3 Learning Techniques
3.3.1 Listening and Speaking
3.3.2 Reading
3.3.3 Writing
3.3.4 Learning New Words
3.4 Implications for English Language Teaching and Learning
3.4.1 For ELT
3.4.2 For FLL
3.5 Summary
4 Cooperative Learning:Affective Factors and the Teaching of College English in China
4.1 Introduction
4.2 Affect and Its Important Role in FLL&T
4.2.1 Clarification of Affect
4.2.2 Linguistic Perspective
4.2.3 SLA Perspective
4.2.4 Psychological Perspective
4.2.5 Summary
4.3 Prior Studies on Affective Factors
4.3.1 Motivation
4.3.2 Attitude
4.3.3 Self-Esteem
4.3.4 Anxiety
4.3.5 Summary
4.4 CL and Affective Factors
4.4.1 A Survey of CL
4.4.2 Rationales for Employing CL in Foreign Language Classrooms
4.4.3 Educational Considerations
4.5 Implementing CL in the Teaching of College English
4.5.1 Strategies for Facilitating CL
4.5.2 Implementing Cooperative Activities in the Classroom
4.5.3 Evaluations of CL
4.5.4 Constraints on CL
4.6 Summary
5 Constructivism and Macrostrategies for FLT
5.1 Introduction
5.2 Studies on Constructivism and Foreign Language Teaching Strategies
5.2.1 Constructivism
5.2.2 Studies on Foreign Language Teaching Strategies
5.3 Constructivist Model of FLT and Macrostrategies for FLT
5.3.1 The Constructivist Model of FLT
5.3.2 The Constructivist Model of Macrostrategies for FLT
5.4 Macrostrategies for FLT Based on Constructivism
5.4.1 Cultivating Self-Awareness Competence of Knowledge Construction
5.4.2 Activating Intuitive Heuristics
5.4.3 Contextualizing Linguistic Input
5.4.4 Integrating Language Skills
5.4.5 Raising Cultural Consciousness
5.5 An Experimental Study:Effectiveness of Constructivist Macrostrategies for FLT
5.5.1 Purpose of the Study
5.5.2 Methodology
5.5.3 Findings
5.6 Discussion and Conclusion
6 An Investigation and Analysis on Teacher Talk in EFL Classroom Context
6.1 Introduction
6.1.1 Research Background
6.1.2 Aims of the Present Study
6.1.3 Significance of the Present Study
6.2 Theoretical Foundations and Related Prior Studies
6.2.1 Theories of Classroom Learning Based on Interaction
6.2.2 Models of Classroom Interactions and Second Language Acquisition
6.2.3 Perspectives in EFL Classroom Teacher Talk Research
6.3 Methodology
6.3.1 Subjects
6.3.2 Lesson Type
6.3.3 Instrumentation
6.3.4 Data Collection and Data Analysis Procedures
6.4 Data Analyses and Findings
6.4.1 The Amount of Teacher Talk and Students Talk and Their Effects on Learners
6.4.2 The Frequency of Display Questions and Referential Questions and the Effect of Different Frequencies of Use on Language Acquisition
6.4.3 The Distribution of Three Types of Interactional Modifications
6.4.4 Types and Frequencies of Praises and Error Treatments
6.5 Discussions and Implications
6.5.1 Discussions about the Research Results
6.5.2 Implications
6.6 Limitations,Suggestions for Future Research and Conclusion
6.6.1 Limitations
6.6.2 Suggestions for Future Research
6.6.3 Conclusion
Bibliography
Appendix 1 Language Learning Questionnaire大学生英语学习情况调查
Appendix 2 大学英语学习动机、效能感、归因调查问卷
Appendix 3 Rules of Transcription
Appendix 4 英语课堂教师话语调查问卷
?QS$
x