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作者簡介
目次
作者簡介
韋啟衛，男，布依族, 貴州荔波人，中共黨員，博士，教授，碩士生導師。黔南民族師範學院對外交流合作處處長。研究方向為外語教學論及語言對比研究。主持省級課題4項、州級課題2項、校級課題6項；主編教材和專著4部；發表學術論文40餘篇。曾獲全國高師外語專業教學及論文評比一等獎；貴州省基礎教育科學研究暨教育教學實驗優秀成果二等獎；貴州省第八屆高等教育省級教學成果獎二等獎；黔南州優秀科教人才獎；黔南州首屆優秀青年人才獎等。
目次
Chapter 1 Introduction
1.1 Background of the study
1.2 Statement of the problem
1.3 Significance of the study
1.4 Purposes of the study
1.5 Research questions
1.6 Definitions of key terms
1.7 Scope of the study
1.8 Summary
Chapter 2 Literature Review
2.1 English speaking skills
2.2 Theory and practice of learner autonomy
2.3 Current practice of DST in education
2.4 Theoretical framework of the study
2.5 Summary
Chapter 3 Methodology
3.1 Research design
3.2 Research instruments
3.3 Pedagogical procedures
3.4 Data collection procedures
3.5 Data analysis
3.6 Summary
Chapter 4 Results and Discussion
4.1 Assessment of speaking
4.2 Students' reflections of the DST intervention
4.3 Teacher's perceptions of the DST intervention
4.4 Self-, peer- and teacher-assessments
4.5 Successful and less successful learners' perceptions of LA
4.6 Student diaries
4.7 Answers to research questions
4.8 Reflections on application of DST for improving speaking skills
4.9 Summary
Chapter 5 Conclusions, Implications and Recommendations
5.1 Summary of the study
5.2 Pedagogical implications
5.3 Theoretical implications
5.4 Limitations of the study
5.5 Recommendations for further research
References
Appendices
Curriculum Vitae
1.1 Background of the study
1.2 Statement of the problem
1.3 Significance of the study
1.4 Purposes of the study
1.5 Research questions
1.6 Definitions of key terms
1.7 Scope of the study
1.8 Summary
Chapter 2 Literature Review
2.1 English speaking skills
2.2 Theory and practice of learner autonomy
2.3 Current practice of DST in education
2.4 Theoretical framework of the study
2.5 Summary
Chapter 3 Methodology
3.1 Research design
3.2 Research instruments
3.3 Pedagogical procedures
3.4 Data collection procedures
3.5 Data analysis
3.6 Summary
Chapter 4 Results and Discussion
4.1 Assessment of speaking
4.2 Students' reflections of the DST intervention
4.3 Teacher's perceptions of the DST intervention
4.4 Self-, peer- and teacher-assessments
4.5 Successful and less successful learners' perceptions of LA
4.6 Student diaries
4.7 Answers to research questions
4.8 Reflections on application of DST for improving speaking skills
4.9 Summary
Chapter 5 Conclusions, Implications and Recommendations
5.1 Summary of the study
5.2 Pedagogical implications
5.3 Theoretical implications
5.4 Limitations of the study
5.5 Recommendations for further research
References
Appendices
Curriculum Vitae
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