英语语言教育中的口语：实践导向研究的启示

English | 245 pages | Springer; 2024th edition (June 8, 2024) | 3031593200 | PDF | 8 Mb

This book innovatively connects the two fields of oracy and practice-oriented empirical research in English language education. It creates synergies and proposes innovative approaches to the study of oracy in the context of learning and teaching English as a second, additional or foreign language. The book also develops a contemporary and holistic concept of oracy, thus contributing to the theoretical discourse in this area of research.

The first part provides a general framework of different approaches to conducting practice-oriented research in English language teaching. It introduces the concept of oracy and discusses its relevance to language teaching. Design-based research and action research are outlined as two practice-oriented research approaches. The second part presents research on how oracy can be fostered and assessed at primary and secondary levels, while the third part focuses on tertiary education. The contributions to this book highlight the opportunities and challenges of conducting research in, on, and for classroom practice with stakeholders such as teachers, students, teacher trainees, university students, parents, and school administrators. They explore selected teaching methods, assessment and, finally, teacher education. The theoretical, methodological, and practical challenges of research-practice partnerships are also addressed.

This book demonstrates that innovative approaches to the development and assessment of oral skills can be developed through close collaboration between different stakeholders in language education. It serves as an inspiration for other educators and researchers in the field of English language education at all levels.

英文| 245页|施普林格；2024年6月8日第2024版| 3031593200 | PDF | 8 Mb 本书创新性地将英语语言教育中的oracy和实践导向的实证研究两个领域联系起来。它创造了协同效应，并提出了在英语作为第二语言、附加语言或外语的学习和教学背景下研究oracy的创新方法。这本书还发展了一个当代和整体的oracy概念，从而为这一研究领域的理论话语做出了贡献。 第一部分提供了在英语教学中进行实践导向研究的不同方法的总体框架。它介绍了oracy的概念，并讨论了它与语言教学的相关性。基于设计的研究和行动研究被概述为两种以实践为导向的研究方法。第二部分介绍了如何在中小学培养和评估oracy的研究，而第三部分则侧重于高等教育。本书的贡献突出了与教师、学生、教师培训生、大学生、家长和学校管理人员等利益相关者在课堂实践中进行研究的机遇和挑战。他们探索选定的教学方法、评估，最后是教师教育。研究实践伙伴关系的理论、方法和实践挑战也得到了解决。 这本书表明，通过语言教育中不同利益相关者之间的密切合作，可以开发出发展和评估口语技能的创新方法。它为各级英语教育领域的其他教育工作者和研究人员提供了灵感。

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