國(guó)際化背景下,針對(duì)英語(yǔ)專(zhuān)業(yè)學(xué)生的新需求,國(guó)內(nèi)眾多高校正在進(jìn)行專(zhuān)業(yè)課程改革并嘗試開(kāi)展內(nèi)容與語(yǔ)言融合型（Content and Language Integrated Learning,簡(jiǎn)稱(chēng)CLIL）外語(yǔ)教學(xué)。近年來(lái),作為影響教學(xué)效果和學(xué)習(xí)成果的重要因素之一,參與者對(duì)CLIL課堂的感知情況受到了越來(lái)越多國(guó)外學(xué)者的關(guān)注,且研究涉及到課堂上的各個(gè)方面。而國(guó)內(nèi)此類(lèi)研究卻寥寥無(wú)幾。與此同時(shí),隨著動(dòng)態(tài)系統(tǒng)理論（Dynamic Systems Theory,簡(jiǎn)稱(chēng)DST）的興起,該理論快速成為研究二語(yǔ)習(xí)得的新途徑。結(jié)合動(dòng)態(tài)系統(tǒng)理論分析感知變化可從整體上把握整個(gè)過(guò)程,對(duì)感知情況做出詳盡的解釋。鑒于此,本研究提出以下三個(gè)研究問(wèn)題:（1）英語(yǔ)專(zhuān)業(yè)師生對(duì)CLIL課堂的感知情況如何?兩者在感知上是否存在差異?（2）英語(yǔ)專(zhuān)業(yè)教師對(duì)CLIL課堂的感知在其CLIL教學(xué)經(jīng)歷中發(fā)生了怎樣的變化?（3）英語(yǔ)專(zhuān)業(yè)學(xué)生對(duì)CLIL課堂的感知在一學(xué)期內(nèi)發(fā)生了怎樣的變化?為回答以上研究問(wèn)題,本研究采用混合研究方法,以研究者編制的《英語(yǔ)專(zhuān)業(yè)師生對(duì)CLIL課堂的感知問(wèn)卷》為量化研究工具,對(duì)東北某外國(guó)語(yǔ)大學(xué)英語(yǔ)專(zhuān)業(yè)教師30人以及一年級(jí)學(xué)生1... 

【文章來(lái)源】：大連外國(guó)語(yǔ)大學(xué)遼寧省

【文章頁(yè)數(shù)】：112 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Overall structure of the study
CHAPTER TWO LITERATURE REVIEW
    2.1 Content and Language Integrated Learning(CLIL)
        2.1.1 Definition of CLIL
        2.1.2 Characteristics and theoretical basis of CLIL
        2.1.3 Studies on CLIL at home and abroad
            2.1.3.1 Studies on CLIL abroad
            2.1.3.2 Studies on CLIL at home
    2.2 Teachers’ and students’ perceptions of CLIL class
        2.2.1 Definition of perception
        2.2.2 Teachers’ perceptions of CLIL class
        2.2.3 Students’ perceptions of CLIL class
    2.3 Dynamic Systems Theory(DST)
        2.3.1 Definition and characteristics of DST
        2.3.2 Studies on DST at home and abroad
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research questions
    3.2 Research design
    3.3 Participants
    3.4 Instruments
        3.4.1 Questionnaire
            3.4.1.1 Validity
            3.4.1.2 Reliability
        3.4.2 Semi-structured interview
    3.5 Data collection and analysis
        3.5.1 Data collection
        3.5.2 Data analysis
    3.6 Summary
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 The perception differences of CLIL class between English major teachers and students
        4.1.1 The general perceptions of CLIL class on the part of English major teachers and students
        4.1.2 Perceptions and their differences of CLIL class between English major teachers and students
            4.1.2.1 Perceptions of materials and resources
            4.1.2.2 Perceptions of evaluation
            4.1.2.3 Perceptions of teachers’ English ability and class teaching
            4.1.2.4 Perceptions of students’ English ability and class participation
            4.1.2.5 Perceptions of ability improvement and English learning motivation
    4.2 Teachers’ perception changes of CLIL class in terms of DST
        4.2.1 Interconnectedness
        4.2.2 Changing with time
        4.2.3 Sensitivity to the initial conditions
        4.2.4 Openness
        4.2.5 Nonlinearity
    4.3 Students’ perception changes of CLIL class in terms of DST
        4.3.1 Interconnectedness
        4.3.2 Changing with time
        4.3.3 Sensitivity to the initial conditions
        4.3.4 Openness
        4.3.5 Self-organization
CHAPTER FIVE CONCLUSION
    5.1 Research findings
    5.2 Research implications
    5.3 Research limitations
    5.4 Recommendations for the future research
REFERENCES
APPENDIX Ⅰ
APPENDIX Ⅱ
APPENDIX Ⅲ
APPENDIX Ⅳ
APPENDIX Ⅴ
APPENDIX Ⅵ
APPENDIX Ⅶ


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碩士論文
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