發(fā)布時(shí)間：2020-12-14 12:39

　　小組活動(dòng)是一種在語(yǔ)言教學(xué)中常用的教學(xué)組織形式,它的開(kāi)展為學(xué)習(xí)者提供了交際互動(dòng)的平臺(tái)和多元化學(xué)習(xí)的機(jī)會(huì),因此對(duì)學(xué)生語(yǔ)言水平的提高發(fā)揮著重要的作用。小組活動(dòng)在課堂中對(duì)語(yǔ)言形式,特別是語(yǔ)法的學(xué)習(xí),已經(jīng)在國(guó)內(nèi)外的課堂活動(dòng)中得到了廣泛的應(yīng)用。然而,對(duì)學(xué)生如何通過(guò)小組活動(dòng)來(lái)學(xué)習(xí)學(xué)術(shù)寫(xiě)作,以及他們的學(xué)習(xí)過(guò)程是如何發(fā)生的這類研究卻很少。因此,本文以小組寫(xiě)作活動(dòng)為研究主體,針對(duì)就讀于北京高校語(yǔ)言學(xué)專業(yè)的四個(gè)一年級(jí)碩士研究生組成的小組,通過(guò)對(duì)其在一個(gè)學(xué)期內(nèi)進(jìn)行的一系列課后小組寫(xiě)作活動(dòng)進(jìn)行跟蹤,重點(diǎn)收集活動(dòng)中四個(gè)學(xué)生的口頭表現(xiàn)和文本作業(yè),即小組討論錄音、個(gè)人反思和小組作業(yè),輔以課堂觀察、現(xiàn)場(chǎng)筆記、分析的文本和作業(yè)樣本。本研究的數(shù)據(jù)分析以社會(huì)文化理論為基礎(chǔ),利用Nvivo 11質(zhì)性研究編碼軟件,采用言語(yǔ)活動(dòng)(languaging)的概念,對(duì)學(xué)生的口頭表現(xiàn)和寫(xiě)作文本進(jìn)行細(xì)致編碼和深入分析。研究發(fā)現(xiàn),在進(jìn)行長(zhǎng)期多次的小組寫(xiě)作任務(wù)過(guò)程中,學(xué)習(xí)者大多通過(guò)集體言語(yǔ)活動(dòng)為彼此搭建學(xué)習(xí)的腳手架,調(diào)節(jié)他們的學(xué)習(xí)活動(dòng),進(jìn)而達(dá)到學(xué)習(xí)的目的。在小組討論過(guò)程中,言語(yǔ)活動(dòng)以集體對(duì)話和自我言語(yǔ)的形式,通過(guò)提問(wèn)、同伴修正、辯論、專家角色轉(zhuǎn)... 

【文章來(lái)源】：北京外國(guó)語(yǔ)大學(xué)北京市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：146 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction
    1.1 Context and Statement of the Research Problem
    1.2 Overview of the Thesis
Chapter 2 Literature Review
    2.1 Theoretical Framework
        2.1.1 Sociocultural theory of mind
        2.1.2 Cooperative learning theory
    2.2 Research on Collaborative dialogue
        2.2.1 In general collaborative tasks
        2.2.2 In collaborative writing tasks
    2.3 Research on Languaging
        2.3.1 On second language learning
        2.3.2 On long-term care facility program
    2.4 Research questions
Chapter 3 Methodology
    3.1 Methods
    3.2 Context and participants
    3.3 My role as Participant and Researcher
    3.4 Data collection
    3.5 Data analysis
        3.5.1 Languaging sequences
        3.5.2 Tasks related sequences
        3.5.3 Private speech
    3.6 Summary
Chapter 4 Findings
    4.1 The process of doing group writing tasks
        4.1.1 The shift of focus in processing group writing tasks
        4.1.2 The approaches to group writing tasks:collective scaffolding
    4.2 The impact of long-term group work on learning
        4.2.1 Academic learning ability
        4.2.2 Cooperative learning ability
    4.3 Summary of the findings
Chapter 5 Discussions
    5.1 Languaging as a mediation
    5.2 Language use
    5.3 Cooperative learning realized in group work
Chapter 6 Conclusion
    6.1 Summary of the findings
    6.2 Implications for education
    6.3 Implications for future research
References
Appendix



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