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零起点法语多媒体课堂 发音、词汇、句子、会话一本就够PDF|Epub|txt|kindle电子书版本下载
- 宋美钰著 著
- 出版社： 北京：中国水利水电出版社
- ISBN：9787517023975
- 出版时间：2014
- 标注页数：291页
- 文件大小：35MB
- 文件页数：303页
- 主题词：法语－自学参考资料
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图书目录
Chapter 1 Introduction1
1.1 Research Background2
1.1.1 Definition of Repair3
1.1.2 Classroom Repair and Error Analysis8
1.2 Significance of the Present Study11
1.2.1 Theoretical Rationale of the Present Study12
1.2.2 Practical Significance of the Present Study15
1.3 Organization of the Book17
1.4 Summary19
Chapter 2 Literature Review21
2.1 Previous Studies on Repair22
2.1.1 Schegloff's Model22
2.1.2 Repair Studies After Schegloff30
2.2 Previous Studies on Classroom Repair32
2.2.1 Mchoul's Study on Classroom Repair33
2.2.2 Seedhouse's Study on Classroom Repair and Others36
2.2.3 Classroom Discourse Theories41
2.3 Previous Studies on SLA46
2.3.1 The Input Hypothesis and Others46
2.3.2 The Interaction Hypothesis48
2.3.3 Corder's Error Theory51
2.3.4 Positive Feedback and Negative Feedback55
2.4 Comments on the Previous Studies60
Chapter 3 Theoretical Framework64
3.1 The Theoretical Background of Conversation Analysis65
3.1.1 The Ethno-methodological Origins of Conversation Analysis65
3.1.2 The Principles of Conversation Analysis67
3.1.3 The Procedures of Conversation Analysis71
3.1.4 Conversation Analysis for SLA73
3.2 The Revised Classroom Repair Model79
3.2.1 The Ideal Situation of Classroom Repair80
3.2.2 The Revised Model of Classroom Repair83
3.3 Research Questions86
3.4 Summary88
Chapter 4 Research Methodology and Data90
4.1 Research Methodology91
4.1.1 A Brief Review of Research Methodology91
4.1.2 Mixed Method Research95
4.2 Data Collection98
4.3 The Pilot Study103
4.4 Data Description107
4.4.1 Original Data of the Two Courses108
4.4.2 Comparison of Repair Patterns from the Two Courses113
4.5 Summary116
Chapter 5 Trichotomic Analysis of Classroom Repairs118
5.1 The Explicit Repair119
5.1.1 Self-initiated Self-repair120
5.1.2 Self-initiated Other-repair129
5.1.3 Other-initiated Self-repair133
5.1.4 Other-initiated Other-repair136
5.2 The Implicit Repair139
5.2.1 Requesting140
5.2.2 Confirming142
5.2.3 Paraphrasing143
5.3 The Zero Repair146
5.3.1 The Grammatical Zero Repair146
5.3.2 The Lexical Zero Repair150
5.3.3 The Syntactic Zero Repair152
5.4 Summary154
Chapter 6 Repair Variation in Form-focused and Content-focused Classrooms157
6.1 Form-focused Classroom Versus Content-focused Classroom158
6.2 Repairs in Language Form-focused Classroom167
6.2.1 Repetition,Replacement and Enrichment as Dominant Forms of Self-correction168
6.2.2 The Zero Repairs:Should They Be Corrected or Not?172
6.2.3 Other Features of Repair in Form-focused Classroom175
6.3 Repairs in Content-focused Classroom183
6.3.1 The Trajectory of Requesting-Confirmation-Paraphrasing as Means of Negotiation184
6.3.2 Teacher's SISR as Another Feature of Teacher-oriented Class189
6.3.3 The Delayed Other-repair for Pedagogical Reasons194
6.3.4 Other Features of Repair in Content-focused Course201
6.4 Comparison of Repair Characteristics of Two Courses205
Chapter 7 Discussion and Explanation211
7.1 Discussion on the Patterns of Repair in University Classroom212
7.1.1 Monitor Hypothesis for SISR213
7.1.2 Corder's Error Theory for the Zero Repair216
7.1.3 The Interaction Hypothesis for the Explicit Repair223
7.2 Restatement of the Research Questions227
7.3 Summary236
Chapter 8 Conclusion240
8.1 Major Findings of the Study240
8.2 Limitations of the Study249
8.3 Implications for Further Studies251
Bibliography254
Appendix A Transcript Example of Course A272
Appendix B Transcript Example of Course B282