《活動對學(xué)生語言交流的介入作用：我國英語沉浸式教學(xué)的調(diào)查與研究》以“社會文化理論，尤其是“活動理論”為框架，以廣東省一所采取英語沉浸式教學(xué)的私立小學(xué)為個案，從學(xué)生的視角對我國英語沉浸式教學(xué)環(huán)境中活動對學(xué)生語言交流的介入作用進(jìn)行研究�！痘顒訉W(xué)生語言交流的介入作用：我國英語沉浸式教學(xué)的調(diào)查與研究》具體內(nèi)容包括：學(xué)生活動類型和學(xué)生語言交流的特點(diǎn)；學(xué)生活動的多變性和靈活性以及學(xué)生在活動中表現(xiàn)出的主觀能動性；學(xué)生活動介入的多層面性。研究結(jié)果可為中國的英語教學(xué)提供重要參考，并為任務(wù)型教學(xué)中教學(xué)活動的組織與參與提出有價值的建議。
CHAPTER ONE INTRODUCTION
1.1 Motivation for the Current Study
1.2 ELT in China
1.2.1 Policy of ELT: An Overview
1.2.2 Development of the English Language Teaching Syllabi forSecondary Schools
1.2.3 Reform of the Curriculum
1.2.4 Changes and Challenges Encountered in ELT
1.2.5 The First English Immersion Program in China -- theCCUEI
1.3 Aim of the Study and Research Questions
1.4 Significance of the Study
1.5 Outline of the Thesis
CHAPTER TWO IMMERSION EDUCATION
2.1 Immersion Education in Canada
2.1.1 Definition of Immersion
CHAPTER ONE INTRODUCTION
1.1 Motivation for the Current Study
1.2 ELT in China
1.2.1 Policy of ELT: An Overview
1.2.2 Development of the English Language Teaching Syllabi forSecondary Schools
1.2.3 Reform of the Curriculum
1.2.4 Changes and Challenges Encountered in ELT
1.2.5 The First English Immersion Program in China -- theCCUEI
1.3 Aim of the Study and Research Questions
1.4 Significance of the Study
1.5 Outline of the Thesis
CHAPTER TWO IMMERSION EDUCATION
2.1 Immersion Education in Canada
2.1.1 Definition of Immersion
2.1.2 Features of Immersion
2.1.3 Varieties of Immersion Programs
2.2 Immersion Education in Other Western Countries
2.3 English Immersion Program in China-- the CCUEI
2.3.1 Characteristics of the CCUEI
2.3.2 Research on the CCUEI Program
2.4 Challenges to Immersion Education Worldwide
2.5 Research Gap
2.6 Summary
CHAPTER THREE INTERACTION, ACTIVITY AND PEER TALK
3.1 Cognitive and Sociocultural Paradigms in Interaction
3.1.1 Interaction within the Cognitive Paradigm
3.1.2 Interaction within the Sociocultmal TheoreticalParadigm
3.2 The Role of Tasks and Activities in Interaction
3.2.1 Tasks and Activities from a PsycholinguisticPerspective
3.2.2 Tasks and Activities from a Sociocultural Perspective
3.3 Poor Talk
3.3.1 Definition of Peer Talk
3.3.2 Peer Talk as a Type of Spoken Interaction
3.3.3 Research Revealing the Features of Peer Talk
3.4 The Conceptual Framework of the Current Study
3.4.1 Components of the Conceptual Framework
3.4.2 Relations among These Components
3.5 Summary
CHAPTER FOUR METHODOLOGY
4.1 Introduction
4.2 A Case Study
4.3 Selection of the Setting and the Participants
4.3.1 The Sampling
4.3.2 The Setting
4.3.3 The Participants
4.4 Data Collection and Data Analysis
4.4.1 Data Collection
4.4.2 Data Analysis
4.5 Trustworthiness
4.5.1 Thick Description
4.5.2 Member Checking
4.5.3 Peer Debriefing
4.5.4 Self Reflexivity
4.5.5 Ethical Concerns
4.6 Summary
CHAPTER FIVE CONTEXT AND PARTICIPANTS
5.1 ELT in China
5.2 The School Context
5.2.1 The School
5.2.2 The Features of the School Context
5.2.3 The Moving of the English Immersion Teachers' Office
5.3 The Participants
5.3.1 The Teacher Participant Ouya
5.3.2 Teacher Ouya's Challenges
5.3.3 Teacher Ouya's Practice of English Immersion
5.3.4 The Student Participants
5.3.5 The Students' Attitudes towards English and the EnglishTeacher
5.3.6 The Teacher-student Relationship
5.4 Summary
5.5 Preview of the Data Chapters
CHAPTER SIX ACTIVITY TYPE AND PEER TALK
6.1 Activity and Activity Types
6.2 Categorization of the Student Activities
6.3 Variations of the Non-communicative Activities
6.3.1 Variations of RP and Peer TaLk
6.3.2 Variations of QA and Peer TaLk
6.3.3 Variations of Conversation and Peer TaLk
6.4 Summary
CHAPTER SEVEN THE NATURE OF ACTMTY AND STUDENT AGENCY
7.1 The Dynamic and Situated Nature of Activity and Agency
7.2 Different Activities Emerging from the Same Task
7.2.1 The Teacher-assigned Task
7.2.2 Different Activities Conducted by the Students
7.2.3 Comparison of the Three Groups of Students within theActivity System
7.3 Different Roles Emerging in the Same Activity
7.3.1 Acting as a Tutor, a Learner, a Proposer, and aDefender
7.3.2 Dynamic Role Relations of Peer Interlocutors in theActivity
7.4 Learning Opportunities in Side-task/Off-task Activities .
7.4.1 Liuliu and Changqing's Side-task Even Off-task Talk forLearning
7.4.2 Liuliu and Changqing's Off-task Small TaLk for Fun
7.5 Summary
CHAPTER EIGHT FORMS OF MEDIATION
8.1 Mediation and Mediational Means
8.2 Categorization of the Mediational Means in the CurrentStudy
8.3 Multidimensional Mediations in the Current Study
8.3.1 Language Play as Mediation
8.3.2 Peer Assistance as Mediation
8.3.3 The Use of L1 and Code-switching as Mediation
8.3.4 Task as Mediation
8.3.5 Activity Type as Mediation
8.3.6 Subject Contents as Mediation
8.4 Constraints of Mediational Means
8.5 Summary
CHAPTER NINE DISCUSSION
9.1 Introduction
9.2 Main Findings of the Current Study
9.2.1 Findings on the School Context
9.2.2 Findings of the Mediations of Student Activities in PeerTalk
9.3 Understanding the Mediations of Activities in Peer Talk.
9.3.1 Reflecting on the Interrelationships between Activity Typeand Peer Talk
9.3.2 Reflecting on the Multidimensional Nature ofMediations.
9.3.3 Reflecting on the Students' Agency in the Activities
9.3.4 Reflecting on the Teacher's Role in the Activities
9.4 Understanding the English Immersion in the School Context
9.4.1 Redefining the Context: A Very Partial EnglishImmersion.
9.4.2 Reflecting on the Emerging Issues in This English ImmersionContext
9.5 Conceptual Framework Revisited
9.6 Summary
CHAPTER TEN CONCLUSION
10.1 Introduction
10.2 Summary of the Study
10.2.1 Summary of the Aim and the Methodology
10.2.2 Summary of the Findings
10.2.3 Conclusions
10.3 Contributions of the Study
10.4 Implications of the Study
10.4.1 Theoretical Implications
10.4.2 Practical Implications
10.5 Limitations of the Study and Directions for FutureResearch
REFERENCES
APPENDIX
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