伴隨移動信息通信技術(shù)(MICT)在新千年的快速發(fā)展,我國高校英語教學(xué)既充滿機(jī)遇,也面臨諸多挑戰(zhàn)。先導(dǎo)研究發(fā)現(xiàn),越來越多的教師開始挑戰(zhàn)主流的英語教學(xué)方法,借助移動輔助語言學(xué)習(xí)(MALL)實施混合型英語課程教學(xué)。現(xiàn)有的研究顯示,語言教師的信念在移動輔助英語學(xué)習(xí)的教學(xué)決策中起著至關(guān)重要的作用,但是在他們將新興的移動信息通信技術(shù)資源融入教學(xué)的過程中,教師的信念與實踐存在自相矛盾的現(xiàn)象。雖然目前為止,學(xué)界對于教師的信念與實踐已進(jìn)行了廣泛的研究,但對于移動輔助語言學(xué)習(xí)環(huán)境下的高校英語非母語教師的信念分類及教學(xué)方法的調(diào)研卻并不多見。本研究嘗試聚焦中國內(nèi)陸地區(qū)高校英語非母語教師對于移動輔助語言學(xué)習(xí)的教學(xué)信念,并對他們在課堂內(nèi)外使用移動信息通信技術(shù)、尤其是以社交網(wǎng)絡(luò)服務(wù)作為輔助工具以開展移動輔助語言教學(xué)的過程進(jìn)行探究。結(jié)合本研究的探索性和社會導(dǎo)向特征,采用了Q分類法與案例研究法相結(jié)合的混合研究設(shè)計,從定性和定量兩方面探究了中國中部地區(qū)的山西省高校教師對于移動輔助英語教學(xué)的信念與實踐。在第一階段,運用Q分類法調(diào)查了來自山西省內(nèi)4所高校的37名英語教師的教學(xué)信念,內(nèi)容涉及:英語語言學(xué)理論、英語教學(xué)法、課程內(nèi)...

【文章頁數(shù)】：228 頁

【學(xué)位級別】：博士

【文章目錄】：
Acknowledgments 摘要 Abstract Chapter 1 Introduction
1.1 Personal motivation
1.2 Background and context
1.3 Aim, scope, and significance
1.4 Methods used
1.5 Overview Chapter 2 Literature Review
2.1 Introduction
2.2 Language teacher cognition
    2.2.1 Emergence of teacher cognition as a research area
    2.2.2 Progression of language teacher cognition research
    2.2.3 Overview of language teachers’ beliefs
    
2.2.3.1 What are language teachers’ beliefs?
    
2.2.3.2 What is the state of research on language teachers’ beliefs?
    
2.2.3.3 How have language teachers’ beliefs been studied?
2.3 Language teaching pedagogy
    2.3.1 Language teaching as methodology
    2.3.2 Pedagogy: An alternative to methodology
    2.3.3 Language teachers’ beliefs and practices
2.4 Mobile-assisted language learning as pedagogy
    2.4.1 Origin and development of mobile learning
    2.4.2 Mobile learning as pedagogy
    2.4.3 Mobile-assisted language learning for ELT
2.5 Tentative conceptual framework
    2.5.1 Theory of planned behavior
    2.5.2 Affordances of technology
    2.5.3 Constructivist pedagogy
    2.5.4 The present study
2.6 Summary Chapter 3 Research Design
3.1 Introduction
3.2 Developing research questions
3.3 Overall approach and rationale
    3.3.1 Q sorting
    3.3.2 Case study
3.4 Research process of implementing Q sorting
    3.4.1 Generation of concourse
    3.4.2 Construction of Q-set
    3.4.3 Recruitment of P-set
    3.4.4 Operation of Q sorting
    3.4.5 Analysis of Q sorts
3.5 Conducting the case study
    3.5.1 Selection of participants
    3.5.2 Data collection
    
3.5.2.1 Interviews
    
3.5.2.2 Observation
    
3.5.2.3 Documentation
    3.5.3 Data analysis
    
3.5.3.1 Interview data analysis
    
3.5.3.2 Observation data analysis
    
3.5.3.3 Documentation data analysis
3.6 Considerations on trustworthiness and ethics
3.7 Summary Chapter 4 Results of Q Sorting
4.1 Introduction
4.2 Quantitative data and detection of Q Factors
4.3 Qualitative data analysis
    4.3.1 Factor A: Limited-MALL-minded student-centered decision makers .
    4.3.2 Factor B: MALL facilitators not proficient in MICT integration
    4.3.3 Factor C: Knowledge processors cautious about MALL
    4.3.4 Factor D: Mildly MALL-oriented reflective practitioners
4.4 Summary Chapter 5 Findings of the Case Study
5.1 Introduction
5.2 Profiles of the three teachers
    5.2.1 Ms. Zhao of Factor A
    5.2.2 Mr. Guo of Factor B
    5.2.3 Ms. Liu of Factor D
    5.2.4 Affiliation of the three teachers
5.3 Theme one: Communicative MALL environment
    5.3.1 MALL planning in theoretical and pedagogical models
    
5.3.1.1 MALL theoretical foundations
    
5.3.1.2 MALL pedagogical designs
    5.3.2 Defining MALL across time and place
    
5.3.2.1 MICT applied in ELT
    
5.3.2.2 Student engagement
    
5.3.2.3 Mobility
    5.3.3 Summary
5.4 Theme two: Meeting complex demands
    5.4.1 Student needs
    5.4.2 Institutional requirements and expectations
    5.4.3 Instructional goals
    
5.4.3.1 Connecting language with culture and the real world
    
5.4.3.2 Language production and transferable skillsets
    5.4.4 Summary
5.5 Theme three: MALL as communicative pedagogy
    5.5.1 Maintaining individualized routines
    
5.5.1.1 Appropriate use of devices and tools
    
5.5.1.2 Student engagement and effective learning
    5.5.2 Incorporating the language skills with CLT strategies
    
5.5.2.1 Specific assignments for TBLT
    
5.5.2.2 Authentic resources for communicative modes
    5.5.3 Considering the challenges
    
5.5.3.1 Student management
    
5.5.3.2 Adaptation and usefulness
    5.5.4 Summary
5.6 Chapter summary and discussion Chapter 6 Discussion
6.1 Introduction
6.2 Reshaping teachers’ beliefs about MALL
6.3 Innovating teachers’ pedagogical practices with MALL
6.4 Adapting MALL pedagogy to a hybrid English teaching and learning
6.5 Reconceptualizing pedagogy for ELT-oriented MALL pedagogy
6.6 Summary Chapter 7 Conclusions and Implications
7.1 Introduction
7.2 Major findings of the study
7.3 Major contributions of the study
7.4 Implications for the practice
    7.4.1 Adapting MALL curriculum content
    7.4.2 Promoting MICT appropriation and innovation
    7.4.3 Achieving teacher-student growth
7.5 Limitations and recommendations
7.6 Concluding remarks References Appendices
Appendix A: Screenshots on data visualization by Cite Space
Appendix B: Q-set (statements) on EFL teachers’ beliefs
Appendix C: Q sorting questionnaire
Appendix D: Samples of completed Q sorts
Appendix E: Classroom observation protocol
Appendix F: Sample of informed consent form
Appendix G: Analysis of Q sorts
Appendix H: Q-set (statements) rankings



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