2011年頒布的課程標(biāo)準(zhǔn)要求學(xué)生不僅要有互動(dòng)性,積極參加課堂活動(dòng),更要學(xué)會(huì)和別人建構(gòu)合作關(guān)系。到目前為止,合作學(xué)習(xí)也已經(jīng)被引入了國(guó)內(nèi)。國(guó)外已有很多關(guān)于語(yǔ)言片段研究,它們發(fā)現(xiàn)不同的性別會(huì)影響學(xué)生產(chǎn)生的語(yǔ)言片段以及構(gòu)建合作關(guān)系的難易度。然而,國(guó)內(nèi)目前的研究大多數(shù)停留在合作方式的不同,對(duì)語(yǔ)言片段性別配對(duì)的研究還很有限。因此,本研究探究性別配對(duì)對(duì)初中生產(chǎn)出的語(yǔ)言片段會(huì)產(chǎn)生哪些影響,以期為提升英語(yǔ)課堂的教學(xué)效果和效率提供參考和建議。實(shí)驗(yàn)主要研究?jī)蓚�(gè)問(wèn)題1)在初中生合作閱讀任務(wù)中不同性別配對(duì)是否對(duì)語(yǔ)言片段產(chǎn)出的數(shù)量和類(lèi)型產(chǎn)生影響?2)在初中生合作閱讀任務(wù)中不同性別配對(duì)是否對(duì)語(yǔ)言片段的特征和出路產(chǎn)生影響?研究的對(duì)象是同一所中學(xué)18名初二學(xué)生,其中包括9名男生和9名女生。該實(shí)驗(yàn)的控制量為水平,學(xué)生學(xué)習(xí)水平通過(guò)五次測(cè)試成績(jī)以及老師的評(píng)判為標(biāo)準(zhǔn),選擇水平相當(dāng)?shù)膶W(xué)生并將他們分為男男,男女和女女的各三組,學(xué)生需要完成三種不同的任務(wù):單詞配對(duì),總結(jié)和復(fù)述,他們所有的對(duì)話都用手機(jī)進(jìn)行錄音并轉(zhuǎn)錄成文本數(shù)據(jù)。通過(guò)研究,可以得出以下發(fā)現(xiàn):1)性別配對(duì)對(duì)語(yǔ)言片段的數(shù)量和類(lèi)型有影響,男男配對(duì)勝過(guò)女女或男女配對(duì)。在總數(shù)量方面...

【文章頁(yè)數(shù)】：53 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 A general description of the study
    1.2 Motivations for the study
    1.3 Significance of the study
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Key terms
        2.1.1 Language-Related Episodes
        2.1.2 Interaction
    2.2 Theoretical foundations
        2.2.1 Interaction hypothesis
        2.2.2 Collaborative learning
    2.3 Previous studies on Language-Related Episodes abroad and at home
        2.3.1 Revelent studies abroad
        2.3.2 Revelent studies at home
        2.3.3 Evaluation of the previous studies
Chapter Three Methodology
    3.1 Research questions
    3.2 Research design
        3.2.1 Participant
        3.2.2 Instrument
    3.3 Data collection
        3.3.1 Number of Language-Related Episodes
        3.3.2 Nature and outcome of Language-Related Episodes
    3.4 Data analysis
Chapter Four Results and Discussion
    4.1 Effects on the production of LREs
        4.1.1 The amount and types of LREs produced in general
        4.1.2 The amount and tpyes of Lres produced in terms of tasks
    4.2 Effects on the nature and outcome of LREs
        4.2.1 Nature and outcome of LREs produced
        4.2.2 The relationship between the nature and outcome of LREs produced
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations
    5.4 Suggestions for the future study
References
Appendixes
    Appendix Ⅰ
    Appendix Ⅱ



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