创建英语网络化学习系统的理论模型研究 基于提高英国高校国际研究生学术阅读能力的案例研究PDF电子书下载

Chapter 1 Introduction 1

1.0 Introduction 1

1.1 Motivation and rationale of the study 2

1.1.1 My motivation for the study 2

1.1.2 The rationale of this study 5

1.2 Research context 6

1.2.1 Inte rnational students' context 6

1.2.2 Masters level international students' context 9

1.3 Objectives of the research 10

1.4 Guide to thesis 10

Chapter 2 Background to the study 17

2.0 Introduction 17

2.1 The context for the study 17

2.1.1 The existing English language support for international students 18

2.2 The findings from interviews with students and their tutors 22

2.2.1 What I discovered from the students 23

2.2.2 What I discovered from their tutors 26

2.2.3 Reflection 29

2.3 The key decisions in addressing issues 29

2.3.1 Reading 29

2.3.2 ICT 32

2.4 A compensatory intervention 34

2.5 Conclusion 37

Chapter 3 Methodology for courseware design 39

3.0 Introduction 39

3.1 Design principles 40

3.2 Instructional design 41

3.3 User-centred design 43

3.4 Participatory design 44

3.5 Instructional Design（ID）vs.User-centred Design（UCD） vs.Participatory Design（PD） 46

3.6 The initial framing of my design approach 48

3.7 A case study or case studies 53

3.8 Reflection on research methods 56

3.8.1 Interviews 56

3.8.2 Observation 58

3.9 Data collection 59

3.9.1 Carrying out semi-structured interviews 59

3.9.2 Carrying out observation 61

3.10 Data analysis 62

3.10.1 Interview data analysis 62

3.10.2 Observation data analysis 63

3.11 Validity and reliability 64

3.11.1 Validity 64

3.11.2 Reliability 65

3.12 Ethical issues 66

3.13 Conclusion 67

Chapter 4 Orientation：General literature review 69

4.0 Introduction 69

4.1 Learning theory 69

4.1.1 B rief historical perspective of learning theory 70

4.1.2 Behaviourism 70

4.1.3 Cognitivism 72

4.1.4 Constructivism 73

4.1.5 Social constructivism 74

4.1.6 Community of practice 75

4.2 Language acquisition 77

4.2.1 What is language? 77

4.2.2 First language acquisition 79

4.3 How are second languages learnt? 81

4.3.1 Second language acquisition and behaviourism 81

4.3.2 Second language acquisition and cognitivism 82

4.3.3 Second language acquisition and constructivism 83

4.3.4 Second language acquisition and community of practice 86

4.3.5 ESL/EFL and EAP 87

4.4 Implications of these learning theories 92

4.4.1 Implications for teaching and learning in the classroom 92

4.4.2 Implications for teaching and learning in an ICT environment 93

4.5 Conclusion 97

Chapter 5 Orientation：Reading literature review 99

5.0 Introduction 99

5.1 Introduction to reading 99

5.1.1 Definitions of reading 100

5.1.2 Reading comprehension 103

5.1.3 Reading models 106

5.1.4 Reading skills 109

5.1.5 Reading strategies 115

5.1.6 Reading skills vs.reading strategies 118

5.2 L2/FL reading and academic reading 120

5.2.1 Schema theory and L2 reading 120

5.2.2 Reading and social context 122

5.2.3 Reading and background knowledge 125

5.3 Teaching and learning L2/FL academic reading 126

5.3.1 Teaching L2/FL academic reading 127

5.3.2 Learning L2/FL academic reading 130

5.3.3 Reading problems which concern researchers 131

5.4 Summary：What is a good reader? 135

Chapter 6 Orientation：Applied literature review（ICT and language learning） 139

6.0 Introduction 139

6.1 What does ICT offer? 140

6.1.1 Introduction 140

6.1.2 Compute r-based teaching and learning 141

6.1.3 Language courseware 143

6.1.4 Affordances of ICT 145

6.1.5 Constraints on ICT 149

6.1.6 Changes in pedagogy and the roles of teachers and students 152

6.2 ICT and L2/FL academic reading 156

6.2.1 Opportunities for using ICT to support L2/FL academic reading 157

6.2.2 Difficulties for using ICT to support L2/FL academic reading 160

6.3 Web review 161

6.3.1 Web search 161

6.3.2 Software packages review 167

6.3.3 Summary of the web site review 168

6.4 Conclusion 169

Chapter 7 The first version of the courseware 171

7.0 Introduction 171

7.1 The design phase 171

7.1.1 Reflection on orientation 172

7.1.2 What I can address in the courseware materials 174

7.2 The implementation phase 181

7.2.1 How were the materials produced? 181

7.2.2 What do the courseware materials look like? 184

7.2.3 Challenges in producing materials 189

7.3 The evaluation phase 192

7.3.1 First round trials 192

7.3.2 Trial one interview findings 195

7.3.3 Trial one observation findings 215

7.3.4 Trial one computer generated scores 219

7.3.5 Summary of all the findings 222

Chapter 8 The second version of the courseware 225

8.0 Introduction 225

8.1 The design phase 225

8.1.1 Reflection on first version of the courseware 225

8.1.2 Key decisions of the second version courseware materials design 226

8.2 The implementation phase 230

8.2.1 Production of the materials 230

8.2.2 What do the courseware materials look like? 233

8.2.3 Challenges in producing materials 235

8.3 The evaluation phase 237

8.3.1 Second round trials 237

8.3.2 Trial two interview findings 238

8.3.3 Trial two observation findings 274

8.3.4 Trial two computer generated scores findings 278

8.3.5 Summary of all the findings 281

Chapter 9 Discussion 285

9.0 Introduction 285

9.1 Overview of thesis to this point 285

9.2 What are the main approaches to courseware design and what are the strengths and weaknesses of each? 287

9.2.1 Main approaches to courseware design 287

9.2.2 My mixed approach to courseware design 289

9.3 How is language learning to be understood and what are the challenges in developing reading and academic reading skills in particular? 298

9.3.1 How is language learning to be understood? 298

9.3.2 What are the challenges in developing reading and L2/FL academic reading skills in particular? 308

9.4 How can ICT,and especially courseware,support language learning and academic reading in particular? 319

9.4.1 Implications of ICT affordances in my study 319

9.4.2 Constraints on using ICT in my study 321

9.4.3 ICT and changes in pedagogy and the roles of teachers and students 323

9.5 How do learners respond to courseware designed to support academic reading and how can these responses be taken into account when designing future courseware? 325

9.5.1 Feedback on the courseware 325

9.6 A holistic view of analysing the courseware 332

9.6.1 Phenomena 333

9.6.2 Consequences 334

9.6.3 Contextual conditions 336

9.6.4 Causal conditions 337

9.6.5 Intervening variables 338

9.6.6 Modelling these factors 339

9.7 Conclusion 341

Chapter 10 Conclusion 343

10.0 Introduction 343

10.1 Summary of the research 343

10.1.1 The development of this thesis 344

10.1.2 Research objectives 345

10.1.3 Research findings 347

10.2 Reflection of the methodology utilised in this thesis 350

10.3 Contributions and limitations of the thesis 352

10.3.1 Contributions of the thesis 352

10.3.2 Limitations of the thesis 354

10.4 Implications 355

10.4.1 For courseware designers 356

10.4.2 For institutions 357

10.4.3 For international students 357

10.5 Suggestions for further research 358

10.6 Reflections on my pathway towards being a non-na？ve researcher 358

10.7 Conclusion 360

Bibliography 361

Appendices 401

Appendix 1 Research timetable 401

Appendix 2 Preliminary study interview schedule（for students） 403

Appendix 3 Preliminary study interview schedule（for tutors） 404

Appendix 4 Trial one interview schedule 406

Appendix 5 A sample of the observer's notes 408

Appendix 6A Data labels 409

Appendix 6B An example of managing interview data 412

Appendix 7 Trial two interview schedule 417