Informed by Vygotsky'' s social
constructive theory, particularly
theconcepts of the Zone of Proximal
Development, scaffolding, interactionand
autonomy, the study investigated the
dynamics of tertiary students''English
learning experience in extracurricular
contexts in China. Itexamined learning
materials and tasks, levels of scaffolding,
interactionpatterns and practices of
autonomous learning. As an empirical
research,this study combined both
quantitative and qualitative methods from
theperspective of the social constructivist
theory. The theorization andfindings
contributed to the literature of Second
Language Acquisitionwithin an
extracurricular context and provided
context-specific empiricalevidence to
develop a framework for EFL pedagogy that
included extra-curricular activities as an
integral part of English teaching and
learning inChina. The framework might also
be replicable in teaching and
learningEnglish in similar educational
contexts.
《认知互动自主学习--课外环境中大学英语学习
现状研究》由刘萍著。
Abstract
Acknowledgments
List of Figures
List of Tables
Glossary of Abbreviations
Chapter 1 Introduction
1.1 BACKGROUND
1.2 CONTEXT OF THE STUDY
1.2.1 College English teaching in China
1.2.2 Transformation of College English teaching in China
1.3 PURPOSES OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 SIGNIFICANCE OF THE STUDY
1.6 THESIS STRUCTURE
Chapter 2 Literature Review
2.1 PAST STUDIES ON LEC
2.1.1 Historical background
2.1.2 Research on LEC in adolescent development
2.1.3 Research on LEC in language development
2.2 PAST STUDIES ON SECOND LANGUAGE ACQUISITION
2.2.1 Designing learning to promote the ZPD
2.2.2 Scaffolding in language instruction
2.2.3 Interaction in language learning
2.2.4 Autonomous learning
2.3 SUMMARY
Chapter 3 Theoretical framework
3.1 SOCIAL CONSTRUCTIVlST THEORY
3.1.1 The Zone of Proximal Development
3.1.2 Scaffolding
3.1.3 Interaction
3.1.4 Learner autonomy
3.2 THEORETICAL CONCEPTUALISATION
Chapter 4 Research Design
4.1 METHODOLOGY
4.2 PARTICIPANTS
4.3 AN INTRODUCTION TO THE LEC PROGRAM
4.4 INSTRUMENTS
4.4.1 Document collection
4.4.2 QueStionnaires
4.4.3 Interviews
4.4.4 Learner diaries
4.5 PROCEDURE AND TIMELINE
4.6 DATA ANALYSIS
4.7 VALIDITY AND RELIABILITY
4.8 ETHICAL CONSIDERATIONS
4.9 SUMMARY
Chapter 5 Research Data Report
5.1 INTRODUCTION
5.2 QUESTIONNAIRE DATA
5.2.1 Demographic data
