认知、互动、自主学习 课外环境中大学英语学习现状研究【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

认知、互动、自主学习 课外环境中大学英语学习现状研究PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Chapter 1 Introduction1

1.1 BACKGROUND1

1.2 CONTEXT OF THE STUDY4

1.2.1 College English teaching in China5

1.2.2 Transformation of College English teaching in China5

1.3 PURPOSES OF THE STUDY7

1.4 RESEARCH QUESTIONS9

1.5 SIGNIFICANCE OF THE STUDY10

1.6 THESIS STRUCTURE11

Chapter 2 Literature Review13

2.1 PAST STUDIES ON LEC13

2.1.1 Historical background13

2.1.2 Research on LEC in adolescent development14

2.1.3 Research on LEC in language development22

2.2 PAST STUDIES ON SECOND LANGUAGE ACQUISITION31

2.2.1 Designing learning to promote the ZPD32

2.2.2 Scaffolding in language instruction35

2.2.3 Interaction in language learning39

2.2.4 Autonomous learning43

2.3 SUMMARY47

Chapter 3 Theoretical framework49

3.1 SOCIAL CONSTRUCTIVIST THEORY49

3.1.1 The Zone of Proximal Development52

3.1.2 Scaffolding57

3.1.3 Interaction62

3.1.4 Learner autonomy66

3.2 THEORETICAL CONCEPTUALISATION72

Chapter 4 Research Design74

4.1 METHODOLOGY74

4.2 PARTICIPANTS78

4.3 AN INTRODUCTION TO THE LEC PROGRAM79

4.4 INSTRUMENTS82

4.4.1 Document collection83

4.4.2 Questionnaires84

4.4.3 Interviews85

4.4.4 Learner diaries86

4.5 PROCEDURE AND TIMELINE88

4.6 DATA ANALYSIS88

4.7 VALIDITY AND RELIABILITY90

4.8 ETHICAL CONSIDERATIONS91

4.9 SUMMARY91

Chapter 5 Research Data Report93

5.1 INTRODUCTION93

5.2 QUESTIONNAIRE DATA93

5.2.1 Demographic data94

5.2.2 Proactive learning in extracurricular contexts(PLEC)98

5.2.3 Reactive learning in extracurricular contexts(RLEC)102

5.2.4 Evaluation of EAP105

5.2.5 Difficulty of EAP107

5.2.6 Scaffolding in EAP108

5.2.7 Interaction in EAP110

5.2.8 Learner perception112

5.2.9 Questionnaire data summary115

5.3 QUALITATIVE DATA116

5.3.1 Documents116

5.3.2 Interviews123

5.3.3 Learner diaries128

5.3.4 Qualitative data summary132

5.4 SUMMARY133

Chapter 6 Research Data Discussion134

6.1 DATA DISCUSSION STRUCTURE134

6.2 RQ1:WHAT ARE STUDENT'S PERCEPTIONS OF LEC IN ENGLISH LANGUAGE LEARNING?135

6.2.1 Evaluation of EAP135

6.2.2 Difficulty of EAP140

6.2.3 The characteristics of LEC compared to classroom English learning143

6.2.4 The impact of EAP on language learning146

6.2.5 Relationship between perception and attendance147

6.3 RQ2:WHAT KINDS OF LEARNING MATERIALS AND TASKS ARE INCLUDED,AND HOW ARE THEY SCAFFOLDED IN THE EXTRACURRICULAR PROGRAM?148

6.3.1 Learning materials and task types148

6.3.2 Support from learning materials151

6.3.3 Teacher's scaffolding154

6.4 RQ3:HOW DO STUDENTS LEARN AND INTERACT IN EXTRACURRICULAR CONTEXTS TO DEVELOP LEARNER AUTONOMY?157

6.4.1 EAP participation158

6.4.2 EAP interaction168

6.5 SUMMARY170

Chapter 7 Implications and Conclusion172

7.1 MAJOR FINDINGS173

7.1.1 Perceptions173

7.1.2 Scaffolding174

7.1.3 The Zone of Proximal Development(ZPD)175

7.1.4 Interaction175

7.1.5 Autonomy176

7.2 CONCLUSION OF THE STUDY176

7.2.1 A new conceptualization178

7.2.2 Learner perception180

7.3 SUGGESTIONS182

7.3.1 Improvement on the LEC program182

7.3.2 Application of the LEC program186

7.4 IMPLICATIONS OF THE STUDY193

7.4.1 Theoretical implications193

7.4.2 Pedagogical implications194

7.5 LIMITATIONS OF THE STUDY AND SCOPE FOR FURTHER RESEARCH195

Bibliography197

Appendices216

APPENDIX A PARTICIPANT INFORMATION FOR THE RESEARCH PROJECT216

APPENDIX B CONSENT FORM FOR THE RESEARCH PROJECT218

APPENDIX C QUESTIONNAIRE219

APPENDIX D INTERVIEW PROTOCOL226

APPENDIX E PROMPTS FOR LEARNER DIARIES227

APPENDIX F THE LEC SYLLABUS228

APPENDIX G FREQUENCY OF PLEC231