内容简介 在全球化影响下，中国社会对英语教学投注了大量心力。过往研究曾发现，具有高交流意愿者能在二语学习中获得较好成绩。但是教学实践反映出的问题是，英语专业的很多学生似乎在英语课堂上对参加口语活动的积性并不高。因此，《破冰之旅：中国高校英语课堂的二语交流意愿个案分析》一书的研究目的为，发现阻碍与支持中国英语专业学生课堂交流意愿的个人与语境因素。四个研究问题分别为：1.哪些个人因素阻碍或支持英语专业学生课堂交流意愿？2.哪些语境因素阻碍或支持英语专业学生课堂交流意愿？3.所有影响因素是如何互动以影响英语专业学生英语课堂交流意愿的？4.哪些教学改革能促进英语专业学生在英语课堂中的交流意愿？《破冰之旅：中国高校英语课堂的二语交流意愿个案分析》通过在个案中混合不同的研究方法，期望获得对复杂的教学环境与过程的丰富理解。研究一为发现学生的个人因素，使用了问卷调查的方式；研究二为调查语境因素，先进行教学资料的审阅分析，再到课堂观察，后是教师采访；研究三为进一步挖掘学生对当前课堂语境因素的回馈，通过学生的叙事、刺激回想、半建构式访谈取得。研究意义即，为英语专业学生提供大化交流意愿的教学建议。研究发现，高英语口语水平与低焦虑能促进英语专业学生的交流意愿。 作者简介 张露茜，女，1983年生，浙江瑞安人，现居杭州。浙江工商大学外国语学院英语专业讲师，博士。2005年获浙江师范大学英语专业学士学位，2006年获英国巴斯大学教育（英语语言教学）硕士学位，2012年获香港教育学院英语语言教育博士学位。 目录 List of Tables List of Figures Chapter 1 Introduction 1．1 Research problem 1．2 Research motive 1．3 Research aim and questions 1．4 Significance of the study 1．5 Outline of this book
Chapter 2 Chinese Context 2．1 English in China 2．1．1 Definitions of China English 2．1．2 The impacts of dialects and Putonghua on English 2．2 College English 2．3 Willingness to communicate （WTC） 2．4 Conclusion
Chapter 3 Literature Review 3．1 Establishment of WTC in L1 3．2 Establishment of WTC in L2 3．3 Development of L2 WTC studies and theories 3．3．1 Recent 1．2 WTC studies outside China 3．3．2 Recent 1．2 WTC studies in China 3．4 The Chinese WTC model 3．4．1 Factors in the Chinese WTC model 3．4．2 Challenged collectivistic outlook of the Chinese 3．5 Conclusion
Chapter 4 Methodology 4．1 Research design 4．2 The case study approach 4．3 Research setting and participants 4．4 Instruments 4．4．1 Questionnaires 4．4．2 Documents 4．4．3 Student narratives 4．4．4 Classroom observations 4．4．5 Stimulated recalls 4．4．6 Semi-structured interviews 4．5 Data analysis procedures 4．6 Ethical issues
Chapter 5 Pilot Studies 5．1 Pilot Study One 5．2 Pilot Study Two 5．2．1 Data screen 5．2．2 Exploratory factor analysis （EFA）
Chapter 6 Study One 6．1 Data screen 6．2 Findings 6．2．1 Confirmatory factor analysis （CFA） 6．2．2 Multi-group confirmatory factor analysis （MGCFA） 6．2．3 Structural equation modeling （SEM） 6．2．4 Multi-group structural equation modeling （MGSEM） 6．3 Discussion 6．3．1 Research Questions One——personal factors that facilitate or hinder BE students' WTC， and Three——interactions between personal and contextual factors 6．3．2 Research Question Four——pedagogical changes 6．4 Conclusion
Chapter 7 Study Two 7．1 Participant information in qualitative studies 7．2 Document analysis outcomes 7．3 Classroom observation findings 7．4 Teacher interview results 7．4．1 Teacher with weak classroom context 7．4．2 Teacher with supportive classroom context 7．5 Discussion 7．5．1 Research Question Two——contextual factors that facilitate or hinder BE students' WTC 7．5．2 Research Question Three——interactions between personal and contextual factors 7．5．3 Research Question Four——pedagogical changes
Chapter 8 Study Three 8．1 Student narratives 8．1．1 High WTC and weak context 8．1．2 High WTC and supportive context 8．1．3 Low WTC and weak context 8．1．4 Low WTC and supportive context 8．2 Stimulated recalls 8．3 Student interviews 8．3．1 Societal context 8．3．2 Personality 8．3．3 Motivation 8．3．4 Attitudes 8．4 Discussion 8．4．1 Research Question One——personal factors that facilitate or hinder BE students' WTC 8．4．2 Research Question Three——interactions between personal and contextual factors 8．4．3 Research Question Four——pedagogical changes
Chapter 9 Discussion 9．1 Combining findings 9．1．1 A three-dimension Chinese L2 WTC model 9．1．2 Data combining outcomes 9．2 Relating findings with previous L2 WTC studies 9．3 Lack of teacher support
Chapter 10 Conclusions 10．1 Research mission of the study 10．2 Summary of findings 10．2．1 Research Question One——personal factors that facilitate or hinder BE students' WTC 10．2．2 Research Question Two——contextual factors that facilitate or hinder BE students' WTC 10．2．3 Research Question Three——interactions between personal and contextual factors 10．2．4 Research Question Four——pedagogical changes 10．3 Limitations and future research 10．4 Conclusion
References Appendix A WTC Questionnaires in Spoken English in English Language Classrooms Appendix B Classroom Observation Sheet Appendix C Stimulated Recall Questions Appendix D Interview Questions with BE Students Appendix E Interview Questions with English Teachers Appendix F Thematic Coding of Qualitative Data Appendix G A Sample Student Narrative 查看全部↓
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