| 陈锫，江苏人，应用语言学博士，副教授，毕业于澳门大学。现任深圳大学外国语学院教师。英语教育学，语言学硕士生导师。研究领域：英语应用语言学，英语教育学，教师发展等。 .. << 查看详细 |
| chapter 1 introduction 1.1 elt in china: the past and the present 1.2 new challenges for efl teachers in china 1.3 statement of the problem 1.4 research questions 1.5 significance of the study 1.6 limitations of the study 1.7 overview of the thesis 1.8 summary chapter 2 literature review 2.1 introduction 2.2 development of approaches to elt 2.3 an historical overview of tba 2.3.1 theoretical rationale of tba 2.3.2 definitions of tasks and tba 2.3.3 theoretical and conceptual frameworks of tba implementation 2.4 tba and curricular innovation in china 2.4.1 the development of secondary school english curricula in china 2.4.2 tba in the latest curriculum 2.5 factors influencing the implementation of tba in china .2.5.1 national level factors 2.5.2 local level factors 2.5.3 classroom level factors 2.6 teacher beliefs 2.6.1 definitions of teachers\'' beliefs 2.6.2 source and content of teachers\'' beliefs in \''ibis study 2.7 recent concerns of tba and its implementfftion 2.8 general conceptual framework of this study 2.9 summary chapter 3 methodology 3.1 introduction 3.2 a case study approach 3.3 the research context 3.4 screening of participants 3.4.1 screening process 3.4.2 initial interviews and observations 3.5 data collection 3.5.1 introduction 3.5.2 procedures 3.5.3 data collection instrument 3.6 data analysis 3.6.1 introduction 3.6.2 refinement of focal cases 3.6.3 quantitative data analysis 3.6.4 qualitative data anaysis 3.6.5 cross-case analysis 3.6.6 validity and reliability 3.7 summary chapter 4 racy and tina 4.1 introduction 4.2 nfls school context 4.3 case studies 4.3.1 case studyl: racy 4.3.2 case study2: tina chapter 5 marie and daisy 5.1 introduction 5.2 nes school context 5.3 case studies 5.3.1 case study3: marie 5.3.2 case study 4: daisy chapter 6 cross-case analysis 6.1 introduction 6.2 teachers\'' tblt practices 6.2.1 teaching design 6.2.2 organization 6.2.3 activities and tasks 6.2.4 grammar teaching 6.2.5 four skill instruction 6.2.6 teacher roles 6.2.7 assessment 6.3 teachers\'' beiefs 6.3.1 beliefs about tasks and tblt 6.3.2 beliefs about teaching materials and teaching aids 6.3.3 beliefs about exams 6.3.4 beliefs about teacher training 6.4 factors affecting teachers\'' tblt practices 6.5 summary chapter 7 conclusions and implications 7.1 introduction 7.2 summary of findings 7.2.1 research question one: how is tblt being implemented in classrooms? 7.2.2 research question two: what are teachers\'' beliefs of tblt? 7.2.3 research question three: what factors seem to contribute to tblt implementation? 7.3 implications for practice 7.3.1 implications for educational policymakers and curriculum planners 7.3.2 implications for local efl program administrators 7.3.3 implications for efl instructors 7.4 areas for further research appendices appendix a colt part a (adapted) appendix b interview questions list of tables and fiqures references acknowledgements |
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