高中英语浸入式教学个案研究

论文摘要

处于青春期末期的高中时代（16-19岁）并非普遍认为下的第二语言或外语习得的关键时期。但是近十年以来,国际学校,即浸入式的英语教学模式,t在中国的许多大城市显示出很强的发展趋势。然而,对于这个领域的二语习得研究在国内为数不多。本文通过对首都师范大学附属中学国际部中美合作项目的个案研究,旨在进一步探索浸入式英语教学是否为中国环境下的一种实用而有效的高中阶段的双语教育模式。经过近24周的资料收集,本研究采用观察,录像,访谈,问卷等方法,对此高中项目实行的英语浸入式教学的课程设计,教材,教学策略和学生表现等方面进行了分析,得出以下结论：（1）教学大纲的设计具有合理性和逻辑性,有利于培养学生全方面的英语能力。（2）此项教学大纲得到了很好的执行。（3）老师和学生均对此项目十分满意。（4）参加此项目学生的量化考试成绩非常优秀。其他方面的能力也有了很大程度的提高。最后,本文为中国语境下的高中英语浸入式教学的进一步研究和发展提出了一些实用性建议。

论文目录

• 摘要
• Abstract
• Acknowledgements
• Chapter One Introduction
• 1.1 Overview of High School English Education
• 1.2 Purpose and Significance of This Study
• 1.3 General Organization of the Thesis
• Chapter Two Literature Review
• 2.1 Theoretical Background
• 2.1.1 Second Language Aquisition and Second Language Learning
• 2.1.1.1 The Critical Period Hypothesis
• 2.1.1.2 The Comprehensible Input Theory
• 2.1.1.3 The Affective Filter Hypothesis
• 2.1.2 Bilingual Education
• 2.1.2.1 Definition
• 2.1.2.2 Types
• 2.1.2.3 Bilingual Teaching Patterns in China
• 2.1.3 Immersion
• 2.1.3.1 Types of English Immersion
• 2.2 Bilingual Education Abroad
• 2.2.1 The French Immersion Program in Canada
• 2.2.2 The English Submmersion Program in United States
• 2.3 Immersion Program in China
• Chapter Three Research Design and Methodology
• 3.1 Research Questions
• 3.2 The Introduction of the Program under Study
• 3.3 Research Procedure
• 3.4 Data Collecting
• Chapter Four Analysis and Findings
• 4.1 Curruculum Design
• 4.1.1 Goals and Objectives
• 4.1.2 Detailed Teaching Plan of the Three Years
• 4.1.3 Schedual of Daily Activity
• 4.2 Teaching Materials
• 4.3 Teaching Strategy
• 4.3.1 Daily Base Information Response Sysytem
• 4.3.2 Text Scene Reproduction in Class
• 4.3.3 Reading Input and Speaking Output Strategy
• 4.3.4 Writing Response/Feedback System
• 4.3.5 Multi-level Word and Phrase Stimulatiing Strategy
• 4.3.6 Guessing the Meaning of the Words and Phrases in the Sentence Context
• 4.4 Students' Performance
• 4.4.1 The Academic Performance
• 4.4.2 The Club,Charity and Voluntary Achievement
• 4.4.3 Students' Personality And Characterics
• Chapter Five General Discussions and Conclusion
• 5.1 Summary of Findings
• 5.2 Implication and Suggestion
• 5.3 Limitation
• References
• Appendix A
• Appendix B
• Appendix C
• Appendix D