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1.目录 Chapter 1Introduction●11.1BACKGROUND1 1.2CONTEXT OF THE STUDY4 1.2.1College English teaching in China5 1.2.2Transformation of College English teaching in China5 1.3PURPOSES OF THE STUDY7 1.4RESEARCH QUESTIONS9 1.5SIGNIFICANCE OF THE STUDY10 1.6THESIS STRUCTURE11Chapter 2Literature Review●132.1PAST STUDIES
ON LEC13 2.1.1Historical background13 2.1.2Research on LEC in adolescent development14 2.1.3Research on LEC in language development22 2.2PAST STUDIES ON SECOND LANGUAGE ACQUISITION31 2.2.1Designing learning to promote the ZPD32 2.2.2Scaffolding in language instruction35 2.2.3Interaction in language learning39 2.2.4Autonomous learning43 2.3SUMMARY47Chapter 3Theoretical framework●493.1SOCIAL
CONSTRUCTIVIST THEORY49 3.1.1The Zone of Proximal Development52 3.1.2Scaffolding57 3.1.3Interaction62 3.1.4Learner autonomy66 3.2THEORETICAL CONCEPTUALISATION72Chapter 4Research
Design●744.1METHODOLOGY74 4.2PARTICIPANTS78 4.3AN INTRODUCTION TO THE LEC PROGRAM79 4.4INSTRUMENTS82 4.4.1Document collection83 4.4.2Questionnaires84 4.4.3Interviews85 4.4.4Learner diaries86 4.5PROCEDURE AND TIMELINE88 4.6DATA ANALYSIS88 4.7VALIDITY AND RELIABILITY90 4.8ETHICAL CONSIDERATIONS91 4.9SUMMARY91Chapter 5Research Data Report●935.1INTRODUCTION93 5.2QUESTIONNAIRE DATA93 5.2.1Demographic data94 5.2.2Proactive learning in extracurricular contexts (PLEC)98 5.2.3Reactive learning in extracurricular contexts (RLEC)102 5.2.4Evaluation of EAP105 5.2.5Difficulty of EAP107 5.2.6Scaffolding in EAP108 5.2.7Interaction in EAP110 5.2.8Learner perception112 5.2.9Questionnaire data summary115 5.3QUALITATIVE DATA116 5.3.1Documents116 5.3.2Interviews123 5.3.3Learner diaries128 5.3.4Qualitative data summary132 5.4SUMMARY133Chapter 6Research Data Discussion●1346.1DATA
DISCUSSION STRUCTURE134 6.2RQ1: WHAT ARE STUDENTS PERCEPTIONS OF LEC IN ENGLISH LANGUAGE LEARNING? 135 6.2.1Evaluation of EAP135 6.2.2Difficulty of EAP140 |
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