外语教学环境论：主题内容沉浸法研究
Chapter One Introduction
1.1 The background of the study
1.2 The research questions
1.3 Composition of the thesis
Chapter Two Analysis of the Literature on EFL Methodology
2.1 Introduction
2.2 Foreign language education: a global overview
2.2.1 Clarification of concepts
2.2.2 Historical development
2.2.3 Implications
2.3 Bilingualism and bilingual education
2.3.1 Introduction
2.3.2 Bilingualism and bilingual competence
2.3.2.1 Definition of bilingualism
2.3.2.2 Bilingual competence
2.3.3 Bilingual education
2.4 Immersion
2.4.1 Historical development
2.4.2 The prototype models and the essential features
2.4.3 Evaluations
2.5 Content-based instruction
2.5.1 Clarification of concepts
2.5.2 Prototype models
2.5.3 Rationales and evaluations
2.6.Needs analysis
2.6.1 Clarification of concepts
2.6.2 Key models and data collection procedures
2.6.3 Evaluations
2.7 Conclusions
2.7.1 A summary of the chapter
2.7.2 Theoretical foundations
2.7.3 A proposed integrated EFL teaching approach
Chapter Three The Contextual Setting: EFL Education in China
3.1 Introduction
3.2 Historical overview before
3.3 Recent developments since
3.4 Present situation
3.5 Existing problems and a tentative solution
3.5.1 Existing problems
3.5.2 A possible solution
3.6 A summary of the chapter
Chapter Four The Research Methodology
4.1 Introduction
4.2 Research origins
4.3 Qualitative v.s.quantitative research
4.4 The research interview
4.5 Criteria of assessing qualitative research
4.6 Data collection procedures
4.6.1 Interview schedules
4.6.2 Pilot phase
4.6.3 The research sample
4.6.4 Weaknesses of the procedures
4.7 Ethical issues
4.7.1 Informed consent
4.7.2 Trust and confidentiality
4.7.3 Reciprocity
4.8 A summary of the chapter
Chapter Five Data Analysis and Interpretation
5.1 Introduction
5.2 The methods and the process of data analysis
5.2.1 The methods of analysis
5.2.2 The process of the data analysis
5.3 EFL learning
5.3.1 Introduction
5.3.2 EFL learning goals
5.3.3 EFL learning difficulties
5.3.4 EFL learning theories
5.4 Academic learning
5.5 Content-based EFL immersion
5.5.1 Existing problems in China's EFL education
5.5.2 Feasibility and implementation of the proposed EFL teaching approach
5.5.2.1 Teaching qualifications
5.5.2.2 Co-operation between language and content teachers
5.5.2.3 Curriculum planning
5.5.2.g Late immersion
5.5.2.5 Partial Immersion
5.5.2.6 Transformation of conservative educational values
5.6 A summary of the chapter
Chapter Six Implications and Considerations
6.1 Introduction
6.2 Implications from the data
6.2.1 Ensure sufficient exposure to and create environments for using the target language
6.2.2 Develop students' intrinsic motivation through classroom EFL teaching
6.2.3 Adapt the advantages of anglophone teaching and learning styles into China's higher education
6.2.4 Preserve the advantages of the traditional Chinese learning styles
6.2.5 Trial and implement the content-based immersion approach
6.3 Considerations for implementation and trialling
6.3.1 Students' English proficiency levels
6.3.2 Curriculum planning
6.3.3 Assessments and evaluations
6.3.4 Pedagogy and cooperation between content and language teachers
6.3.5 Approval and support from educational administration
6.4 A summary of the chapter
Chapter Seven Conclusions
7.1 Introduction
7.2 A general summary of the study
7.3 Limitations of the study
7.4 Future research
7.5 A summary of the chapter
Bibliography
Appendix I A Pre-interview or Pre-reply Letter
Appendix II Questions and Triggers （for Interviews and Entail Replies）
Appendix ffi A Sample Email Reply
Appendix IV A Sample Interview Transcript
Appendix V Sample Interview Transcript Two
Index
1.1 The background of the study
1.2 The research questions
1.3 Composition of the thesis
Chapter Two Analysis of the Literature on EFL Methodology
2.1 Introduction
2.2 Foreign language education: a global overview
2.2.1 Clarification of concepts
2.2.2 Historical development
2.2.3 Implications
2.3 Bilingualism and bilingual education
2.3.1 Introduction
2.3.2 Bilingualism and bilingual competence
2.3.2.1 Definition of bilingualism
2.3.2.2 Bilingual competence
2.3.3 Bilingual education
2.4 Immersion
2.4.1 Historical development
2.4.2 The prototype models and the essential features
2.4.3 Evaluations
2.5 Content-based instruction
2.5.1 Clarification of concepts
2.5.2 Prototype models
2.5.3 Rationales and evaluations
2.6.Needs analysis
2.6.1 Clarification of concepts
2.6.2 Key models and data collection procedures
2.6.3 Evaluations
2.7 Conclusions
2.7.1 A summary of the chapter
2.7.2 Theoretical foundations
2.7.3 A proposed integrated EFL teaching approach
Chapter Three The Contextual Setting: EFL Education in China
3.1 Introduction
3.2 Historical overview before
3.3 Recent developments since
3.4 Present situation
3.5 Existing problems and a tentative solution
3.5.1 Existing problems
3.5.2 A possible solution
3.6 A summary of the chapter
Chapter Four The Research Methodology
4.1 Introduction
4.2 Research origins
4.3 Qualitative v.s.quantitative research
4.4 The research interview
4.5 Criteria of assessing qualitative research
4.6 Data collection procedures
4.6.1 Interview schedules
4.6.2 Pilot phase
4.6.3 The research sample
4.6.4 Weaknesses of the procedures
4.7 Ethical issues
4.7.1 Informed consent
4.7.2 Trust and confidentiality
4.7.3 Reciprocity
4.8 A summary of the chapter
Chapter Five Data Analysis and Interpretation
5.1 Introduction
5.2 The methods and the process of data analysis
5.2.1 The methods of analysis
5.2.2 The process of the data analysis
5.3 EFL learning
5.3.1 Introduction
5.3.2 EFL learning goals
5.3.3 EFL learning difficulties
5.3.4 EFL learning theories
5.4 Academic learning
5.5 Content-based EFL immersion
5.5.1 Existing problems in China's EFL education
5.5.2 Feasibility and implementation of the proposed EFL teaching approach
5.5.2.1 Teaching qualifications
5.5.2.2 Co-operation between language and content teachers
5.5.2.3 Curriculum planning
5.5.2.g Late immersion
5.5.2.5 Partial Immersion
5.5.2.6 Transformation of conservative educational values
5.6 A summary of the chapter
Chapter Six Implications and Considerations
6.1 Introduction
6.2 Implications from the data
6.2.1 Ensure sufficient exposure to and create environments for using the target language
6.2.2 Develop students' intrinsic motivation through classroom EFL teaching
6.2.3 Adapt the advantages of anglophone teaching and learning styles into China's higher education
6.2.4 Preserve the advantages of the traditional Chinese learning styles
6.2.5 Trial and implement the content-based immersion approach
6.3 Considerations for implementation and trialling
6.3.1 Students' English proficiency levels
6.3.2 Curriculum planning
6.3.3 Assessments and evaluations
6.3.4 Pedagogy and cooperation between content and language teachers
6.3.5 Approval and support from educational administration
6.4 A summary of the chapter
Chapter Seven Conclusions
7.1 Introduction
7.2 A general summary of the study
7.3 Limitations of the study
7.4 Future research
7.5 A summary of the chapter
Bibliography
Appendix I A Pre-interview or Pre-reply Letter
Appendix II Questions and Triggers （for Interviews and Entail Replies）
Appendix ffi A Sample Email Reply
Appendix IV A Sample Interview Transcript
Appendix V Sample Interview Transcript Two
Index
余卫华，湖北省大冶县人，博士，教授。本科和硕士毕业于武汉大学外语系。1998年-2001年师从语言教育与跨文化研究方面的国际著名学者Mike：Byram教授，在英国杜伦大学教育学院（school of Education，University of Durham）攻读语言教育专业，获语言教育专业教育学博士学位。2007年在英国兰开斯特大学英语语言学系（Department ofLinguistics and English Language University of Lanca ster）跟随英国著名CDA学者Paul Chilton教授从事博士后研究。从教30年来分别任教于武汉大学和广东外语外贸大学，现工作于杭州师范大学。目前的专业研究兴趣为：应用语言学（外语教学），双语教育与跨文化研究，比较教育学等。近年来，在国际和国内权威出版社及专业学术期刊出版和发表了多篇（部）学术著作和论文。
《外语教学环境论：主题内容沉浸法研究》运用国际上最新的主题内容教学法（content-based instruction）和双语沉浸法（bilingual immersion）相结合的双语教育理论和有关研究成果，结合对中国高校学习英语的非英语专业的学生进行的实证访谈调查，指出了当前中国高等教育中非英语专业的英语教育（包括英语语言课程的教学及目前一些高校正试行中的用英语讲授部分专业课程的教学）过程中可能存在的一些潜在的、应该注意的问题。针对这些问题该书结合相关理论进行了深入的探讨并提出了一些切实可行的解决问题的措施和方案。
比价列表
公众号、微信群
缺书网微信公众号
扫码进群实时获取购书优惠