商务英语教师的表现性评估行为与第二语言的习得观念 英文版PDF|Epub|txt|kindle电子书版本网盘下载

商务英语教师的表现性评估行为与第二语言的习得观念 英文版PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Background of the Research1

1.1.1 English for International Business Context2

1.1.1.1 A Sub-discipline in ESP Family2

1.1.1.2 Characteristics of EIB Curriculum3

1.1.1.3 Background of EIB Context6

1.1.2 Performance Assessment8

1.1.3 Teachers'SLA Approaches10

1.2 Research Purposes11

1.3 Research Questions12

Chapter 2 Performance Assessment13

2.1 Defining Performance Assessment13

2.1.1 Performance14

2.1.2 Authenticity15

2.1.3 Interaction15

2.2 Types of Performance Assessment16

2.3 Design of Performance Assessment17

2.3.1 Brualdi's Description17

2.3.2 Clementi's Backward Design19

2.3.3 Herman,Aschbacher＆Winters'Checklist20

2.4 Considerations for Using Performance Assessment21

2.4.1 Characteristics of Performance Assessment21

2.4.1.1 Using Rubrics21

2.4.1.2 Teachers'Participation22

2.4.1.3 Being costly22

2.4.2 The Advantages and Disadvantages of Using Performance Assessment22

2.4.2.1 Advantages22

2.4.2.2 Disadvantages23

2.4.3 Validity and Reliability of Performance Assessment23

2.4.4 Quality Standards for Performance Assessment25

2.5 Summary26

Chapter 3 Second Language Acquisition28

3.1 Introduction28

3.2 Nativist Approach31

3.2.1 The Universal Grammar Model(Chomsky,1981)31

3.2.2 Krashen's Monitor Theory(Krashen,1982)32

3.3 Environmentalist Approach34

3.3.1 Parallel Distributed Processing(PDP)Model35

3.3.2 Acculturation Model36

3.4 Interactionist Approach37

3.4.1 The Interlanguage Theories37

3.4.2 The Multidimensional Model38

3.4.3 Conclusion39

3.5 Teachers'Approaches to SLA and Their PA Practice43

3.6 Summary47

Chapter 4 Research Methodology48

4.1 Research Questions and Conceptual Framework of the Research48

4.1.1 Research Questions48

4.1.2 The Conceptual Framework48

4.2 Operational Definitions of the Key Concepts51

4.2.1 Teachers'Approaches to SLA51

4.2.2 Teachers'Performance Assessment Practices51

4.2.3 EIB Programme Context52

4.3 Research Design-Qualitative Case Studies52

4.4 Participants54

4.5 Instrumentation55

4.5.1 Documents55

4.5.2 Design of the Interview Protocols56

4.5.3 Design of the Classroom Observation Forms57

4.6 Data Collection Procedures58

4.6.1 Preliminary Study58

4.6.1.1 Documentary Study58

4.6.1.2 Interview One58

4.6.1.3 Semi-structured Interviews59

4.6.2 Main Field Study59

4.6.2.1 Phase Ⅰ—Teachers'Approaches to SLA in Classroom59

4.6.2.2 Phase Ⅱ—Performance Assessment(Classroom Observation+In-depth Interviews)60

4.6.3 Data Supplementary Period60

4.7 Data Analysis60

4.8 Other Methodological Issues62

4.8.1 Research Trustworthiness62

4.8.2 Research Ethics63

4.8.3 Research Schedule63

4.9 Conclusion64

Chapter 5 Teachers'Approaches to SLA65

5.1 Teachers with Environmentalist Approach to SLA65

5.1.1 Teachers'Attitudes towards Learning Environment66

5.1.1.1 Target Language Environment Benefits Language Learning66

5.1.1.2 Classroom as the Only Language Environment to which Students can Get Access to66

5.1.2 Teachers'Attitudes towards Imitation67

5.1.2.1 Language Learning Starts from Imitation67

5.1.2.2 Factors that Influence the Results of Language Imitation67

5.1.3 Teachers'Attitudes towards Grammar,Vocabulary or Structure68

5.1.3.1 Teaching Grammar and Vocabulary as Teachers'Responsibility68

5.1.3.2 Varied Opinions about the Sequence of Grammar Teaching68

5.1.3.3 Emphasis on Grammar and Vocabulary in Assessment69

5.1.4 Teachers'Attitudes towards Learners'Error Correction69

5.1.4.1 Students'Errors must be Corrected69

5.1.4.2 Students often Made Errors in Grammar and Vocabulary70

5.1.4.3 Don't Let Errors Become Bad Habits70

5.1.4.4 Interference of Mother Tongue71

5.1.5 Teachers'Attitudes towards Communication71

5.1.5.1 Communication as a Way Leading to Language Imitation71

5.1.5.2 Students can Learn both Traits and Flaws from Each Other in Communication72

5.1.5.3 Communication as a Requisite in Performance Assessment Criteria72

5.1.6 Teachers'Attitudes towards Teaching Materials72

5.1.6.1 Teaching Material should be Comprehensible and Challenging to Students72

5.1.6.2 Dissatisfaction with the Current Teaching Materials73

5.1.6.3 Relevant to Real Second Language Environment73

5.1.7 Teachers'Attitudes towards Learners'Differences73

5.1.7.1 Big Gap between Regular and Society Students73

5.1.7.2 Learners'Differences in IQ74

5.1.7.3 Strategies to Cope with Learners'Differences74

5.1.7.4 Consideration of Learners'Differences in Assessment74

5.1.8 Teachers'Attitudes towards Learning Outcomes74

5.1.8.1 Learn what are Useful and Use what are Learnt74

5.1.8.2 Content-oriented Learning Outcomes75

5.1.8.3 Language-oriented Learning Outcomes75

5.1.9 Teachers'Attitudes Towards Relationship Between Age and Success in SLA—Contradictory Opinions75

5.2 Teachers with Nativist Approach to SLA76

5.2.1 Teachers'Attitudes towards Learning Environment77

5.2.1.1 Second Language Immersion will Hinder the Acquisition of Children's First Language77

5.2.1.2 English-only Environment is Suitable for Adult Language Learners77

5.2.2 Teachers'Attitudes towards Error Correction78

5.2.2.1 Corrective Feedbacks are not always Necessary78

5.2.2.2 First Language can Promote SLA79

5.2.3 Teachers'Attitudes towards Grammar,Vocabulary and Structures80

5.2.3.1 Existence of Deep Grammar and Structures80

5.2.4 Teachers'Attitudes towards Communication81

5.2.4.1 Communication Among Students will Benefit their Second Language Learning81

5.2.4.2 Communication is the Purpose of Second Language Learning81

5.2.4.3 Communication is the Process of Second Language Learning81

5.2.4.4 Communication must be Two-way82

5.2.5 Teachers'Attitudes towards Teaching Materials82

5.2.5.1 Materials should be Authentic and Meaningful82

5.2.5.2 Materials should be Comprehensible82

5.2.5.3 New Knowledge in Materials is Required83

5.2.6 Teachers'Attitudes towards Learners'Differences83

5.2.6.1 Intelligence will Facilitate SLA83

5.2.6.2 Differences among Regular and Society Students83

5.2.6.3 Diligent Working Makes the Difference85

5.2.7 Teachers'Attitudes towards Learning Outcomes85

5.2.7.1 Skill-oriented85

5.2.7.2 Communication as One of the Learning Outcomes86

5.2.7.3 The Achievement of Learning Outcomes is within the Control of Students Themselves86

5.2.8 Teachers'Attitudes towards Imitation86

5.2.8.1 Intnnsic Iinguistic Mechanism Outdoes Imitation in SLA87

5.2.8.2 Imitation can Help with the Fluency of Second Language87

5.2.9 Teachers'Attitudes towards Relationship between Age and Success in SLA87

5.3 Teachers with Interactionist Approach to SLA88

5.3.1 Teacher's Attitudes towards Communication89

5.3.1.1 Students do Learn a Lot from Communication among Themselves89

5.3.1.2 Teacher-student Interaction can also Benefit Students'SLA90

5.3.2 Teachers'Attitudes towards Grammar,Vocabulary and Structures90

5.3.2.1 Sequence of Grammar Teaching90

5.3.2.2 Trust in Learners'Capability to Induce Grammatical Rules91

5.3.2.3 Teaching New Grammars in Textbooks91

5.3.2.4 Grammar is not the Major Concern92

5.3.3 Teachers'Attitudes towards Error Correction92

5.3.3.1 When Students'Errors Need to be Corrected92

5.3.3.2 Influence of First Language94

5.3.3.3 Errors Students usually Make94

5.3.3.4 Concern about Students'Emotion94

5.3.4 Teachers'Attitudes towards Learner Differences95

5.3.4.1 Bigger Gaps in Society Students'English Comprehension Ability95

5.3.4.2 Learner Differences in IQ95

5.3.4.3 Motivation Differs95

5.3.5 Teachers'Attitudes towards Learning Environment96

5.3.5.1 Suitable Learning Environment is very Important in SLA96

5.3.5.2 Students are in a Chinese-mainly outside Environment96

5.3.6 Teachers'Attitudes towards Learning Outcomes97

5.3.7 Teachers'Attitudes towards Teaching Materials97

5.3.8 Teachers'Attitudes towards Imitation98

5.3.9 Teachers'Attitudes towards Relationship between Age and Success in SLA98

5.4 Conclusion and Discussion99

Chapter 6 Teachers'PA Practices107

6.1 Performance Assessment Practices of Environmentalist Teachers107

6.1.1 Outcomes to be Measured in PA107

6.1.1.1 Outcomes Intended for Students107

6.1.1.2 Eligible Content/Topics—Optional Topics109

6.1.1.3 Nature and Format109

6.1.2 Assessment Administration Process110

6.1.2.1 Group Work or Individual Work110

6.1.2.2 Materials,Equipment and Resources—Abundant Information111

6.1.2.3 Administrative Constraints111

6.1.2.4 Time111

6.1.2.5 Help Allowed—Error Correction112

6.1.3 Actual Question,Problem,Prompt112

6.1.3.1 The Order of Tasks112

6.1.3.2 Options Available113

6.1.3.3 Directions114

6.1.3.4 Feedback to Students115

6.1.4 Scoring116

6.1.4.1 Scoring Scheme116

6.1.4.2 Scoring Procedure—Presentation Evaluation Forms(Teacher E＆F)118

6.1.4.3 Usage of Scores125

6.2 Performance Assessment Practices of Nativist Teachers126

6.2.1 Outcomes to be Measured in PA126

6.2.1.1 Outcomes Intended for Students126

6.2.1.2 Eligible Content/Topics127

6.2.1.3 Nature and Format127

6.2.2 Assessment Administration Process128

6.2.2.1 Group Work or Individual Work128

6.2.2.2 Materials,Equipment and Resources-abundant and Authentic Input129

6.2.2.3 Administrative Constraints-Learner Differences between Regular and Societv Students can't be Taken into Account129

6.2.2.4 Time129

6.2.2.5 Help Allowed130

6.2.3 Actual Question,Problem,Prompt131

6.2.3.1 The Order of Tasks131

6.2.3.2 Options Available131

6.2.3.3 Directions131

6.2.3.4 Feedback to Students133

6.2.4 Scoring134

6.2.4.1 Scoring Scheme134

6.2.4.2 Scoring Procedure139

6.2.4.3 Usage of Scores150

6.3 Performance Assessment Practices of Interactionist Teachers151

6.3.1 Outcomes to be Measured in PA151

6.3.1.1 Outcomes Intended for Students151

6.3.1.2 Eligible Content/Topics152

6.3.1.3 Nature and Format152

6.3.2 Assessment Administration Process153

6.3.2.1 Group Work or Individual Work153

6.3.2.2 Materials,Equipment and Resources—more Directive Information153

6.3.2.3 Administrative Constraints154

6.3.2.4 Time154

6.3.2.5 Help Allowed154

6.3.3 Actual Question,Problem,Prompt155

6.3.3.1 The Order of Tasks155

6.3.3.2 Options Available156

6.3.3.3 Directions156

6.3.3.4 Feedback to Students156

6.3.4 Scoring157

6.3.4.1 Scoring Scheme157

6.3.4.2 Scoring Procedure159

6.3.4.3 Usage of Scores-to Improve Future Teaching Practice in Terms of Teaching Content and Method170

6.4 Conclusion and Discussion170

6.4.1 Environmentalist Teachers'Performance Assessment Practices170

6.4.2 Nativist Teachers'Performance Assessment Practices173

6.4.3 Interactionist Teachers'Performance Assessment Practices175

6.4.4 Comprehensive Analysis of Six Teachers'PA Practices in EIB Programme177

Chapter 7 The Relationship between Teachers'PA Practices and SLA Approaches7.1 Relationship among Environmentalist Teachers'PA Practices,their SLA Approach and other Factors in EIB Context184

7.1.1 Teachers'Environmentalist Approach Embodied in'Outcomes to be Measured in PA'184

7.1.2 Teachers'Environmentalist Approach Embodied in'Assessment Administration Process'184

7.1.3 Teachers'Environmentalist Approach Embodied in'Actual Question,Problem,Prompt'185

7.1.4 Teachers'Environmentalist Approach Embodied in'Scoring'185

7.2 Relationship among Nativist Teachers'PA Practices,their SLA Approach and other Factors in EIB Context186

7.2.1 Teachers'Nativist Approach Embodied in'Outcomes to be measured in PA'186

7.2.2 Teachers'Nativist Approach Embodied in'Assessment Administration Process'190

7.2.3 Teachers'Nativist Approach Embodied in'Actual Question,Problem,Prompt'191

7.2.4 Teachers'Nativist Approach Embodied in'Scoring'191

7.3 Relationship among Interactionist Teachers'PA Practices,their SLA Approach and other Factors in EIB Context192

7.3.1 Teachers'Interactionist Approach Embodied in'Outcomes to be Measured in PA'192

7.3.2 Teachers'Interactionist Approach Embodied in'Assessment administration Process'197

7.3.3 Teachers'Interactionist Approach Embodied in'Actual Question,Problem,Prompt'197

7.3.4 Teachers'Interactionist Approach Embodied in'Scoring'198

7.4 Conclusion and Discussion199

7.4.1 Cross-pattern Analysis199

7.4.2 The Greatest Influential Factor—Teachers'SLA Approaches206

7.4.3 The Influence of EIB Programme Context207

7.4.4 The Characteristics of Environmentalist,Nativist and Interactionist Teachers'Patterns207

7.4.4.1 Environmentalist Teachers Highly Appraise the Function of Imitation in PA208

7.4.4.2 Environmentalist Teachers are Active in Error Correction in PA208

7.4.4.3 Nativist Teachers'Attitudes towards'Communication'and'Outcomes'Influence their PA Practices a lot209

7.4.4.4 Interactionist Teachers'PA Practices are fully Affected by their Understanding of'Communication'209

7.4.4.5 Teachers'SLA Approaches in Terms of'Learning Outcomes'and'Teaching materials'are Leading Influential Perceptions in their Performance Assessment Practices210

7.4.4.6 Teachers'Attitudes towards'Learning Environment'and'Learners'Age and Success in SLA'Contributeless to their Performance Assessment Practices210

Chapter 8 Discussion and Conclusion211

8.1 Summary of the Research Findings211

8.1.1 Towards a Descriptive Model of Performance Assessment211

8.1.2 The Influence of Teachers'SLA Approaches on their PA Practices211

8.1.3 Relationship Patterns among Teachers'PA Practices,their SLA Approaches and other Factors in EIB Programme Context213

8.1.4 The Influence of EIB Context Factors on Teachers'PA Practices213

8.2 Discussion—Refining the Conceptual Framework214

8.2.1 Nine Aspects in Teachers'Approaches to SLA214

8.2.2 The Descriptive Model of Teachers'PA Practices215

8.2.3 Refining the Conceptual Framework—Adding the Influence of EIB Programme Context in the Framework216

8.3 Research Significance217

8.3.1 Pedagogical Significance218

8.3.2 Theoretical Significance219

8.4 Research Limitation and Suggestions for Further Research221

References223

Appendix 1：Teachers'Approaches to SLA236

Appendix 2：Performance Assessment Classroom Observation Form237

Appendix 3：Presentation Evaluation Form238

Appendix 4：Peer Evaluation Form for Exhibition(Teacher D)239

Appendix 5：Possible Interview Questions for International Day(Teacher D)240

Appendix 6：Sample Letters(Teacher D)241

Appendix 7：Tutor Evaluation Criteria for Culture Exhibition Assessment242

Appendix 8：Teachers'Feedback Form in Two Consultations(Regular Students—Teacher D)244

Appendix 9：Teachers'Feedback Form in Two ConsuItations(Society students—Teacher D)246

Appendix 10：Presentation Assessment Criteria(Teacher A)248

List of Figures249

List of Tables250