一、A Successful Practice Of “Listening writing" Approach（论文文献综述）
曹诗卉[1]（2021）在《《未来的领导者：赢在下一个十年的九种技能与思维》（第四部分）汉译实践报告》文中研究指明本翻译实践报告节选自美国畅销书作家雅各布·摩根（Jacob Morgan）的作品《未来的领导者:赢在下一个十年的九种技能和思维》（The Future Leader:9Skills and Mindsets to Succeed in the Next Decade）。该书于2020年出版,通过大量调查研究,阐述了未来的领导者所应具备的技能和思维。翻译此类管理学着作有助于我国企业拓宽眼界,学习和借鉴世界优秀企业的管理经验。由此,译者选取该书第四部分作出本报告。本报告分为五个部分。第一章是引言,分别从项目背景、选题意义,以及项目框架这三个方面展开阐述。第二章介绍翻译过程,包括译前准备、翻译时的计划和译文校对。第三章解读了李长栓教授的“理解、表达和变通”翻译框架。第四章结合“理解、表达、变通”框架,笔者对本翻译实践进行实例分析。理解方面,笔者从词汇、句法、语篇三个层面对材料进行深入理解;表达方面,笔者对表达的内容和表达的形式进行深入分析;变通方面,笔者探讨了如何使用具体的翻译策略,提升译文质量。第五章整理了翻译实践的收获,反思了不足,并提出后续改进的措施。本篇材料属于管理类文本。笔者结合了李长栓的“理解、表达和变通”翻译框架,对经管类文本的翻译策略和方法进行了总结,希望可以对其他翻译同类型译本的译者有所启发。
MOUNTON NJOYA FELIX[2]（2020）在《Research on Adults Literacy Policy in the Central Region of Cameroon （Mfoundi Division）》文中研究说明21世纪是发展与创新的世纪,但是,发展和扫盲是两个不可分割,互相关联的事物,要发展必须要提高人民的识字率。一个国家在文盲人口很高的情况下谈论发展是很困难的,而中国,与其他仍然落后的国家相比,很早就意识到了这一点。当我试图深入研究为什么包括喀麦隆在内的那些非洲国家的成年人识字率依然低下时,我发现识字本身并不是真正的问题,而是扫盲教育政策的制订。本研究聚焦于喀麦隆扫盲教育政策的发展和现状、现存问题和面临的挑战,描述和探讨了喀麦隆中部地区（Mfoundi地区）的成人扫盲教育政策,并根据中国的扫盲经验提出了一些解决方案。具体地说,本文描述喀麦隆扫盲教育政策的发展和现状,以及喀麦隆扫盲教育政策的主要改革,调查了喀麦隆扫盲教育政策的实施情况,分析喀麦隆扫盲存在的问题,最后考察了中国扫盲教育的经验,并提出供决策者参考的相关建议,以改善喀麦隆的成人扫盲教育。为了能深入问题,本研究采用了定性和定量研究相结合的混合方法,把问题分为六个子问题进行研究。自1960年独立以来,喀麦隆在成人扫盲政策方面迄今有三项主要改革。第一次是1962年的改革,它是一次全国性扫盲运动,也被称为“树下的学校”,从1962年持续至1983年。第二次改革是2005年以来的国家扫盲计划,这是国家对扫盲运动的重新启动。第三次也是最后一次改革是《权力下放政策》,旨在加强国家扫盲计划。尽管在成人扫盲领域进行了改革,但是喀麦隆的成人扫盲政策存在的问题多于获得的成就。比如:国家的力度不够;扫盲政策的制订没有考虑学习者或教师的意见;监管力度不足;某些地区过于偏僻;没有给扫盲人员设置相应的职位和地位;策略执行不力;缺乏针对扫盲教育者和学习者的培训标准;负责语言问题的不同机构所采取的行动缺乏协调;国家内使用的不同语言种类太多;内容,培训,评估和认证方法不统一;受过训练的人员在数量和质量上的不足;不适应目标人群需求的方案和课程;没有将识字者纳入国家的劳动力市场战略;社会宗教因素,尤其是与妇女有关的因素;财力和物力不足;人口增长与培训提供之间的不足等等仍然存在。为了克服这些对喀麦隆发展产生重大影响的问题,根据中国在扫盲教育政策方面的经验,建议采取以下解决方案。政府应加强参与、去除政策上的障碍;增加成人扫盲有效学习机会的数量和范围;确保成人扫盲方案的质量和有效性;加强伙伴关系,以发展健全有效的成人扫盲政策体系;加强政府行动力并加强立法;加强关于扫盲政策的科学研究;加强知识与技术的结合。
熊婷婷[3]（2020）在《教学法课程中职前英语教师小组合作学习过程探究》文中进行了进一步梳理过去几十年,有关小组合作在语言学习中的功效研究与日俱增,但鲜有研究者关注小组合作在职前教师教学法学习中所扮演的角色。为了填补该研究领域的空白,本研究在社会文化理论视角下,对职前英语教师合作学习教学法的过程进行了探究。五名参与者均为一年级硕士生,并组成了合作小组,负责设计、实施并改进一节语法词汇课。该研究收集了多种数据,包括个人访谈、小组面对面讨论录音、微信上交流记录、个人反思、小组教案和个人作业,以及授课教师反馈等,并辅以研究者的课堂观察、现场笔记和授课教师的课程资料。本研究的数据分析利用质性研究编码软件Nvivo12,对职前教师在设计、展示和改进一节课的过程中体现的互动模式、使用的中介手段及取得的学习成果进行编码和分析。本研究分析发现小组成员的互动模式和中介手段对最终学习成果影响巨大。五名参与者在小组合作的三个阶段展示了三种不同的互动模式:合作型,专家/新手型及消极被动型。与消极被动型相比,合作型及专家/新手型互动模式会带来更好的学习效果。研究过程中,参与者共采用了 11种中介手段,分别是各类材料、中英文、授课教师、研究者、合作分工、课程讲座、五名参与者之前的经历、学习目标、学习同伴、课程作业及教学展示。本研究也观察了职前教师在教学能力、合作学习能力和外语技能方面的成长。基于上述研究,笔者分别探讨了互动在小组学习中的意义、各种因素的中介作用以及小组合作对于教师发展的启示。这项研究旨在探究将小组合作学习应用于职前教师教育的可能性,为教师教育者提供教学建议,并为今后的研究指明方向。
曹然[4]（2020）在《教学实习中同伴互助对职前英语教师课堂实践的影响》文中研究指明在英语教师教育领域,教学实习被认为是提高职前英语教师的课堂教学能力,使他们能够顺利完成从学生到教师的转变,从而为未来的职业生涯做好充分准备的最佳学习活动。因此,提高职前英语教师的教学实习至关重要,在英语教师教育领域备受关注。“同伴互助”这一自20世纪80年代才兴起的概念,能够作为教师学习的一种有效方式运用到职前英语教师的教学实习中。与传统的教师指导相比较,拥有基本相同教学水平的职前英语教师能够在一个更加和谐、轻松的氛围中随时为彼此提供帮助,尤其是提供非评估性的及时反馈,以共同促进彼此的专业发展。然而,目前关于教学实习中职前英语教师同伴互助的研究比较少,其中关于职前英语教师同伴互助与其课堂实践之间关系的研究更少。研究者通过调查发现课堂管理和教学技能是职前英语教师课堂实践的两大关注重点,因此研究者基于社会文化理论和反思性教学这两个理论视角,力图从课堂管理和教学技能这两个方面探索教学实习中同伴互助对职前英语教师课堂实践的影响,研究问题具体为:1)教学实习中同伴互助如何影响职前英语教师的课堂管理?2)教学实习中同伴互助如何影响职前英语教师的教学技能?研究者选取了15名来自中国西南地区一所重点大学的英语教育专业大三年级的免费师范生作为研究对象,他们于2019年在西南地区一所高中共同参加了为其12周的教学实习。为回答研究问题,研究者采用质性的研究方法,以期对这些职前英语教师的同伴互助与其课堂实践的关系有一个全面细致的理解和描述,且将反思日志、采访、课堂观察以及文本分析这四个典型的质性研究工具作为本研究的主要工具。通过数据收集和分析,研究者分别归纳出涉及这些职前英语教师课堂管理以及教学技能的不同维度下的不同主题,并结合两个理论视角深入解读这些主题下的各种同伴互助具体实例。研究结果显示,同伴互助从课堂纪律管理、课堂氛围管理、课堂提问和反馈管理、课堂时间管理、课堂分组管理五个维度影响了职前英语教师的课堂管理,从导入技能、结束技能、活动设计技能、语言技能、教具使用技能五个维度影响了职前英语教师的教学技能。具体而言,同伴互助引起了这些职前英语教师对课堂管理以及教学技能各维度的深刻反思,而这些职前英语教师合理且有效的反思最终促进了他们的课堂实践。本研究为职前英语教师教学实习中的同伴互助以及教学成长提供了如下启示:第一,在教学实习前开展系统的同伴互助训练是同伴互助实施的必要前提;第二,在教学实习中制定和执行严格的规则制度、提供充分有效的指导是同伴互助实施的基本保障;第三,职前英语教师的主动参与、深刻反思和积极行动是同伴互助发挥成效的关键。
谢晓敏[5]（2020）在《元认知策略培训对听力成绩和风格的影响 ——一项实证研究》文中研究表明英语听力能力是评判高中英语学习者英语语言能力的一个重要指标。2017年颁布的《全国普通高中英语课程标准》不仅重申了听力教学的重要性,而且强调了学习策略培训在听力教学中的重要地位。此外,2017版的英语新课标在教学建议一章中特别强调了学习策略和个体差异的重要性。学习策略研究的成果表明,元认知策略是学生听力技能发展的最重要因素。元认知策略培训在英语听力课堂教学中已取得了一定成效,然而,以往对听力元认知策略的研究主要聚焦于大学生,且忽视了学生在听力风格上的个体差异。因此,研究元认知策略培训对高中生英语听力成绩和听力风格的影响十分必要。本研究基于思维适应性控制理论和听力元认知理论,采用测试、问卷调查、访谈和课堂教学的方法对比了学生在听力元认知策略培训前后的策略运用能力的变化,探究了元认知策略培训对听力成绩和听力风格的影响。研究对象是来自重庆Y中学的121名高一学生,实验班58人,控制班63人。在实验前后,分别进行了两次听力测试,并同时进行了两次听力元认知策略问卷和听力风格问卷调查。通过对比教学试验,本研究拟回答以下问题:（1）听力元认知策略培训后,学生元认知策略运用能力发生了什么变化?（2）听力元认知策略训练对学生听力成绩有何影响?（3）听力元认知策略训练是否能够优化学生的听力风格?本研究主要有以下三点发现:第一,策略培训后,学生的听力元认知策略运用能力发生了明显的变化。在策略训练前,学生的听力元认知策略运用能力处于中等水平。在听力元认知策略的五个分项策略中,学生最常用的是最应该避免使用的心理翻译策略。策略训练后,听力元认知策略的整体运用能力得到显着提升,由实验前的中等水平提高到较高水平。其中,心理翻译策略的使用频率已下降到中等水平,计划评估、引导性注意、个人知识和问题解决等方面的使用频率属于较高水平。此外,计划评估和个人知识策略的运用能力提高最明显。第二,策略培训后,与控制班相比,实验班的听力成绩得到显着提高。通过实验班与控制班后测听力成绩的对比及独立样本分析,实验班的平均分明显高于控制班,且存在显着差异。通过实验班前后听力测试成绩的配对样本检验结果表明,策略培训后,实验班的听力成绩得到显着提高。此外,通过对听力元认知策略和听力成绩的相关性分析和回归分析,表明整体的元认知策略对听力成绩有预测作用,其中定向注意、解决问题和计划评估三项分策略对听力成绩的预测力高于个体知识和心理翻译策略。第三,听力元认知策略对优化学生的听力风格有积极作用。听力元认知策略与听力风格的相关分析表明,二者有一定的相关性。元认知策略培训后,实验班的听力风格相较控制班发生了明显变化,综合型听力风格的学生明显增多。基于以上发现,将元认知策略培训应用到高中英语听力教学中,可以促进学生听力成绩的提高。同时,元认知策略培训有助于提高学生的自主学习能力。因此,教师可以将英语听力教学与元认知策略训练有效结合,以更好地提高学生的听力成绩。
Strukova Polina[6]（2019）在《为俄语母语者设计的对外汉语教学移动应用之评估和选择问题研究》文中研究指明随着信息技术的不断创新,外语教学的手段日新月异,外语教学的效率也日益提高。移动应用目前已广泛用于外语教学。然而,在针对俄语母语者开展的对外汉语教学领域中,鲜有对移动应用程序评估和选择相关方法和问题而进行的系统研究。本文试图以俄语母语者为研究对象,重点探讨与对外汉语教学移动应用程序评估和选择相关的一系列问题,包括设计、内容、功能、实验、应用特征,以及方法论问题。由于历史的原因,俄罗斯的东方语言教学形成了自己的传统特点。尽管近些年计算机辅助语言学习已被广泛采用,但在俄罗斯却没有清晰而统一的基于方法论的系统来监测和评估对外汉语教学移动应用程序的使用和效果。本文第一部分以实际需求为出发点,从不同角度探讨了移动辅助语言学习在第二语言习得中的最佳定位问题,澄清了移动辅助语言学习的概念,并讨论了信息技术行业为广大外语学习者开发的语言学习移动应用程序中的质量问题。本文第二部分包括三章,分别探讨外语教学移动应用程序的选择、实际分析和实施问题,即移动应用程序的评估和选择问题。该部分简述了为俄语母语者而开展的汉语教学的特点,介绍了移动应用程序的特征和功能,并将其与其他类似的工具（如计算机辅助语言学习工具、移动学习工具、远程学习工具等）的特点和功能进行了比较。为了满足对外汉语教学的特殊要求,遵循特定的方法论原则并为移动应用程序标准创建最新的要件清单,还必须了解当今市场上移动培训应用程序的各种类型;另外,有必要弄清用户选择应用程序的理据,为此,本研究进行了用户调查和采访,并对调查结果进行了分析。此外,本部分对比较成功的移动应用程序功能也进行了讨论,对具体实例进行了比较分析,从中探微。基于上述研究,本研究为俄语用户创建了对外汉语教学移动应用程序在语言和方法要求上的完整要件清单,这对其他类似基于信息技术而开发的外语教学产品之评估和选择研究具有重要的参考价值和借鉴意义。该论文的最后一部分总结本研究的新发现,还讨论了未来大数据与移动辅助语言学习整合的可能性。最后讨论了本研究的局限性。
Masoumeh Azma[7]（2019）在《Technology-based Scaffolding for English Language Learning》文中认为Foreign language teaching has changed as a result of entrancell of computers in EFL classrooms.Current computers with high potentialities can make EFL teachers use different language learning programs in order to attract EFL learners.In spite of the importance of technology in enhancing learners’ language learning skills,there are still some problems in utilizing it in language classrooms.Some EFL teachers,consciously or unconsciously,devote little attention to technology,as they do not know how it can help to improve learners’ language abilities effectively.Thus,it is researchers’ responsibility to provide teachers with effective methods in enhancing learning using technology.The present study was designed to explore the effectiveness of non-technological scaffolding versus technology-based scaffolding in EFL learners’ language proficiency.This study was going to find out to what extent technology-based scaffolding improves EFL learners’ productive（speaking and writing）and receptive（listening and reading）skills.The following research questions were posed to address the objectives of the study:1.To what extent could non-technological scaffolding affect EFL learners’speaking and writing ability?2.To what extent could non-technological scaffolding affect EFL learners’listening and reading ability?3.To what extent could technology-based scaffolding affect EFL learners’speaking and writing ability?4.To what extent could technology-based scaffolding affect EFL learners’listening and reading ability?A sample of 60 EFL learners were selected to participate in this study.They were selected regarding their performance on Preliminary English Test（PET）.Their level of English language proficiency was intermediate.To collect data and address the research objectives of this study,two instruments were used.PET was used to determine learners’ level of language proficiency,and IELTS was used to compare the learners’ language proficiency at the beginning and end of the study.The participants were assigned into three equal groups of technology-based scaffolding,non-technological scaffolding.In the technology-based scaffolding,a software was designed by a computer technician consisting of different tasks,which function as scaffolding.In non-technological scaffolding group,the language instruction was based on activities which provided the maximum assistance.The groups took posttest in order to measure the participants’ progress.The tests were rated by two raters and a high inter-rater reliability was achieved.The results of two-way ANOVA showed that the speaking and writing as well as reading and listening of Chinese EFL learners in both non-technological and technology-based scaffolding was developed.In addition,it was found that technology-based scaffolding was more effective in developing Chinese EFL learners’language proficiency.The findings shed light on the ways of using scaffolding to develop different foreign language skills.It is also suggested that technology-based scaffolding is conducive to student learning even though there is a change in teaching method.To provide concrete scaffolding to facilitate foreign language learning,the teacher offered linguistic support to students,addressed their language and background knowledge,adopted technology-based instruction,and provided student interactions for them to learn English language.Technology-based scaffolding helped EFL learners improve their learning,individualized instruction,authenticity,and efficiency.
Hoh Chui Suan（侯翠钻）[8]（2018）在《双满意度研究：文莱本科大学生学习满意度和雇主满意度的实证研究》文中研究表明The focus of the research is on Brunei Darussalam,a small Southeast Asian country situated on the island of Borneo.As a small nation with a population less than half a million,Brunei depends on education to shape its future.The Brunei Darussalam National Education System for the 21st Century（SPN21）aims to produce citizens who are committed and able to contribute to the future growth,prosperity,and stability of the country.The satisfaction of students in higher education institutions and employer satisfaction plays a crucial role in improving student success rates and enhancing their marketability upon their entry into the job market.The long-term development framework for Brunei,set out in Brunei Vision 2035,makes education and human capital development key priorities.Globally,universities use different investigative tools to assess and measure student feedback and implement various strategies to improve the quality of life of university students.Student satisfaction surveys are one of the essential tools used for this purpose.Unfortunately,Brunei has not yet carried out dual satisfaction levels surveys at the national level to assess student learning satisfaction and employer satisfaction,at any other higher educational institute in the country so far.Therefore,research into Brunei undergraduate university students’ satisfaction is of great significance to the development of Brunei higher institutions.Two different questionnaires were used to measure student satisfaction and employer satisfaction respectively.The employer satisfaction questionnaire was used to identify differences between the employers’ and students’ perceptions of the most important competencies that are required to meet industry needs in various professions.These questionnaires were modified from the questionnaire used by the National College Student Survey（NCSS）developed by Professor Shi Qiuheng from the Institute of Higher Education,Xiamen University.Student participants were contacted mainly through university systems,and employer data and contact details were collected through the databases of the Institute of Brunei Technical Education（IBTE）and the Department of Economic Planning and Development（JPKE）,as well as the yellow pages and social media.Broadly,this study supports the established I-E-O model（Astin,1991）in evaluating undergraduate learning satisfaction and employer satisfaction in Brunei Darussalam.The study analyzed data from 1048 student self-reports from 6 universities with a diverse student profile and 454 employer self-reports from private and public sectors with a diverse employer profile.The purpose of this study is to identify the variables/factors influencing student satisfaction at higher education institutions and employer satisfaction in Brunei.The paper describes each variable and highlights the differences between student feedback,institutional statistics on student satisfaction,student experience within the university environment,student overall learning satisfaction,and employer satisfaction about company characteristics.Exploratory factor analysis of student satisfaction includes four factors:course curriculum,library resources and peer relationship;university facilities and accommodation;lecturer teaching and guidance and adninistrative/nonteaching staff services.Students are satisfied with course curriculum,library resources and peer relationship;and university facilities and accommodation.Students are moderately satisfied with lecturer teaching and guidance as well as administrative/nonteaching staff services.The findings suggest that on the whole,administrative services and lecturer teaching and guidance are not up to the mark in Bruneian universities.Therefore,to increase student satisfaction in Brunei,the quality of nonteaching staff services,lecturer teaching and lecturer guidance can be improved.Students believe that social status is the most important factor in job selection,followed by personal interest in the job and work with minimal stress.The least important factor to students is higher salary,followed by contribution to society.In terms of hiring decision,students believe that prospective employers value GPA/grades and performance in the interview most,and major/discipline and resume least.From the overall analysis of employers’ satisfaction,it can be concluded that Braneian employers consider academic major to be the most important factor of their hiring decision,followed by interview performance and resume;the least important factors are work experience,graduation university,and recommendation letters.The highest level of employer expectation in job competencies were communication abilities,problem solving skill/critical thinking,dedicated and commitment,self confidence/self esteem,leadership/managerial skills,time management,creativity and innovative,knowledge of specific computer applications,attendance/punctually and specific technical knowledge.Whereas compare to the current student job competencies readiness to work,there is still need more room to improve in critical thinking,leadership,meeting deadline,knowledge of specific computer application,punctuality and specific technical knowledge.A positive trend can be seen between the importance given to each competencies and the level of satisfaction with the competency,i.e.the greater the importance given to a competency,the higher the level of employer satisfaction with that competency.Given that it is a matter of subjective assessment,employers tend to recruit according to the competencies they consider to be most important;it is therefore logical for the level of satisfaction to be close to that of importance,as an employer will choose those candidates who better fulfill their selection criteria.A set of recommendations are formulated based on the results of the study.First of all,Brunei higher education institutions should pay attention to meet the needs of students,improve students learning satisfaction,and cultivate students’ ability to meet the employers’ requirements.At the same time,we should pay attention to the needs of diversified student groups and promote the cooperation among the stakeholders of higher education.More broadly,policymakers,university management,employers and stakeholders need to take note of the low level of student satisfaction in this study and work to improve these areas.Students’ satisfaction is related to students’ success in university study and fxture work,which is indispensable to the development of the country.Therefore,the future study should continue to study dual satisfaction,and expand the scope of research and increase the results.Secondly,higher education institutions can promote innovative entrepreneurship education.The younger generation of Bruneians are willing to take up challenging tasks.25.6%of the students surveyed would like to start their own small business as entrepreneurs after graduation.Most participants said that they have acquire a variety of skills at the university,which will help them develop their careers in the future and be able to look for more job opportunities.Students learn from interacting with entrepreneurs and are inspired to take their first steps in developing their business philosophy.Higher education should be aware that improving students’ ability to innovate independently is of great benefit to students’ future development,such as incubation programs,seminars and workshops guided by the Entrepreneurship Village to teach business students to develop business concepts and to help students become successful entrepreneurs.Thirdly,higher education institutions can set up Educational Development Centre to promote the quality of personnel training by improving the teaching and research capabilities of the Faculty of Higher education.The performance of teaching staff is closely related to the qualit:y of students,and will also affect the cultivation of students’ talents.The goal of the university should be to inspire students’ interest and potential through innovative teaching methods and continuous strengthening of teaching methods.In this regard,the recruitment and development of higher education personnel is very important.University lecturers should also pay attention to the factors of double satisfaction in order to improve the quality of higher education,cultivate students’ competencies,improve teaching quality and improve their employability.Lastly,all higher education institutions should actively cooperate with other academic institutions and industries,both within and outside Brunei to expand its teaching capabilities,publication output,and scientific research.Partnerships with top universities around the world can pave way for better staff and student exchanges.Universities must focus on preparing graduates who are "future ready",that is graduates who will be relevant for the workplace and contribute to the economic development of the country.These graduates will be leaders,highly innovative,and have an entrepreneurial mindset.A holistic and multidisciplinary approach to education and personal development is integral in bringing Vision 2035 to fruition.The improvement of employment services as well as the establishment of links between students and employers,depending on the collaboration between university and industry.Specifically both the university and employers must work to meet the needs of economic and social development;set reasonable talents training targets;optimize the curriculum;upgrade the teaching content;and formulate the talent training plans.
Muhammad Saleem[9]（2018）在《交际语言教学：中国与巴基斯坦比较研究》文中认为现如今,为不断提高全球英语学习者的英语语言交际能力,高质量的语言教学需求应运而生,中国和巴基斯坦尤为如此。两国同样作为发展中国家,近几十年来英语教学皆备受重视。然而,出于教学方法不够完善、教学大纲陈旧、学习模式被动、现代化教学设施匮乏、教学以教师为中心、大班教学以及应试教育的弊端等种种原因,中巴两国的英语教学现况仍不尽人意。许多高中生尽管学习了多年英语,仍未能培养出良好的交际能力。随着交际语言教学法（CLT）的提出,许多教师与研究人员将目光转向了交际法教学,并鼓励将其运用到ESL、EFL教学之中。本研究采用对比的视角,通过考察中国和巴基斯坦两国高中英语教师的教学实践,旨在探究两国教师如何培养各自学生的英语交际能力、教师对交际语言教学法的认知、以及在英语教学中实施交际语言教学法所面临的影响因素。本研究采用质性研究法,以五位中国高中英语教师和五位巴基斯坦高中英语教师为研究对象进行了深度访谈,同时收集研究对象的相关教学材料。对多渠道收集的质性数据进行分析,结果表明,中巴两国的英语教师均采用了传统的教学模式,教师对传统教学法的承诺观念的改变并非出自个人意愿,而是迫于教育系统的压力。虽然交际法教学在英语教学中至关重要,但缺乏相关教学设施和教师培训不足使教师在应试教育环境下进行大班教学的情况更加复杂化,行政干预所产生的负面作用、教师自主与满足学生需求之间的张力等因素均影响交际法教学的有效实施。本研究有助于理解交际语言教学在英语教导学中的运用、其在实现英语教学真正目标过程中的积极作用尤其是中国和巴基斯坦两国高中英语教学中交际语言教学的实施。未来研究可通过进一步考察交际语言教学在中巴两国不同英语学习阶段中的应用,以更全面地理解交际教学法的具体实施。
Mohanned Abu-Qamer[10]（2017）在《Comparative Study between Jordanian and Chinese Mediation Systems》文中指出Mediation is one form of art,including intuition,subtlety,and vision.Furthermore it is also a skill to deal with transferable tools,definable tasks,and manage challenges.The purpose of the mediator’s toolkit series is to help mediators learn from each other by filtrate from their experience useful lessons about the used tools,the tasks they must perform,and the challenges they must overcome.Mediation is a most advanced and civilized form of dispute resolution mechanism.Now,it is accepted by all that mediation facilitates disputing parties to open and improve dialogue between them and gives an opportunity to claims self-analysis.The mediation is being accepted as an approach of dispute resolution.Now,it is resulting in a quicker cases clearance and is being to bring amicable solutions of disputes through a dialogue between the dispute parties with assistance of neutral mediator,who creates a peaceful atmosphere for the disputant parties to work towards a positive solution of their choice.Mediation is a tool for personal empowerment for autonomy.Though,it is felt that the process of mediation is growing rapidly.Still,it is experienced that the use of the mediation for settlement of disputes is very much limited according to expected growth.There are challenges and obstacles in using the techniques of mediation for settlement of disputes in the mediation implementation.Moreover,the importance of mediator in the entire process cannot be ignored.The techniques or standards of mediation practice adopted by the mediators during negotiation between the parties and for dispute settlement have a pivotal role to play.It is said that mediation is the best way of imparting justice through the self determination of the parties.The present article attempts to answer questions by looking at the overall predominance of mediation in Jordan and PRC in light of its specific historical,cultural and political background,and how it impacts the contemporary practice of integrating mediation into arbitration.First,the study discusses mediation in general and evaluates the reasons for its continued existence in the Chinese and Jordanian systems.Second,the study discusses the Chinese way of integrating mediation into arbitral proceedings and explores the history,practice and benefits of such a combination.Finally,this study speculates as to how the Chinese model might be useful in contributing to create a practice in Jordan.In this study,we reflect on the Challenges that can beset mediation,particularly at this early stage of the new reform effort in Jordan.First,is the challenge of knowledge and information about the reform,how does the ordinary citizen get to know about this reform measure,and to adopt the details of its processes,procedure and practice? To address that particular challenge,Jordan and PRC did design a comprehensive strategy for Outreach – aimed at publicizing the judicial reforms now taking place in the Country – including,in particular,the introduction of the Court Connected Mediation.The strategy has used,and continues to use the radios,the TV,the print media and other avenues of transmitting the necessary information and knowledge to the public.Second,is the challenge of dealing with the Transition-namely grafting the new Mediation branch,onto the existing of litigation? In PRC from the outset,the design provided for a two-tier track.All new cases those filed in the High Court after the commencement of Court Connected Mediation would automatically follow the Mediation track–in accordance with the applicable procedural requirements for triggering the mediation process.On the other hand,the timing for referral of all cases filed prior to the commencement of Court Connected Mediation is left to the discretion of the allocated/presiding Judge.This was intended,among other things,to minimize swamping either track with an avalanche of caseload: namely,to take the new medicine in manageable doses,so to speak.This study first focuses on the significance of mediation on resolving the disputes compared with other ways of dispute settlement and a comprehensive study of elements of mediation.The study also explores the process of mediation,its procedures and the parties’ role in securing a successful mediation.It discusses the challenges that confront the mediation and the suggestions for overcoming such challenges.I conclude the study with the most significant results incurred upon mediation process and summarize a set of recommendations in the end of my dissertation.The methodology that is followed in this study is based on the combination of the descriptive approaches which reveals the legal provisions and jurisprudence opinions related to mediation and analytical method based on the analysis of texts and reasoning of the results.The study concludes that mediation is a voluntary operation aimed to achieve the winwin benefits of both parties of dispute.Mediation emerges and grows on the ground of basic principles such as voluntary decision,self-option of the dispute parties,neutrality,unbiased mediator and confidentiality.This study has shown that despite the efforts in both PRC and Jordan to improve the use of mediation,the current mediation systems in both places are still facing many problems,which undermine the quality and effectiveness of mediation as a powerful dispute resolution tool.Having said that,by learning and borrowing the advantages from each other’s mediation system,they could both be effectively rectified.Learning from Jordan,PRC should separate mediation from adjudication and also enable people’s mediators to charge for their services.On the other hand,Jordan should actively consider adopting the ‘court-performed’ approach implemented in PRC in hopes of gaining the public’s confidence and increasing the likelihood that disputants use mediation more cooperatively and genuinely.Once these reforms are in place,the quality of mediation will improve and mediation will assume an even more significant role in the resolution of disputes.
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定性分析法：对研究对象进行“质”的方面的研究，这个方法需要计算的数据较少。
定量分析法：通过具体的数字，使人们对研究对象的认识进一步精确化。
跨学科研究法：运用多学科的理论、方法和成果从整体上对某一课题进行研究。
功能分析法：这是社会科学用来分析社会现象的一种方法，从某一功能出发研究多个方面的影响。
模拟法：通过创设一个与原型相似的模型来间接研究原型某种特性的一种形容方法。
三、A Successful Practice Of “Listening writing" Approach（论文提纲范文）
（1）《未来的领导者：赢在下一个十年的九种技能与思维》（第四部分）汉译实践报告（论文提纲范文）
| 摘要 |
| Abstract |
| Chapter One Introduction |
| 1.1 Background of the Project |
| 1.2 Significance of the Project |
| 1.3 Structure of the Report |
| Chapter Two Description of Translation Process |
| 2.1 Pre-translation |
| 2.1.1 Analysis of the Source Text |
| 2.1.2 Selection of Translation Tools |
| 2.1.3 Study of Parallel Texts and Other Related Texts |
| 2.2 While-translation |
| 2.2.1 Developing the Glossary |
| 2.2.2 Overview of Translation Process Execution |
| 2.2.3 Summary of Difficulties in the Translation Process |
| 2.3 Post-translation |
| 2.3.1 Proofreading |
| 2.3.2 Polishing |
| Chapter Three Introduction to CEA Framework |
| 3.1 Comprehension |
| 3.2 Expression |
| 3.3 Adaptation |
| Chapter Four Case Analysis |
| 4.1 Comprehension |
| 4.1.1 Comprehension at Lexical Level |
| 4.1.2 Comprehension at Syntactic Level |
| 4.1.3 Comprehension at Discourse Level |
| 4.2 Expression |
| 4.2.1 Expression of the Content |
| 4.2.2 Expression of the Form |
| 4.3 Adaption |
| 4.3.1 Adjustment of Word Order |
| 4.3.2 Renunciation of Textual Form |
| 4.3.3 Using Amplification and Omission for Coherence |
| Chapter Five Conclusion |
| 5.1 Reflections |
| 5.2 Limitations and Suggested Measures for Improvement |
| References |
| Appendix1 Source Text& Target Text |
| Appendix2 Glossary |
| Acknowledgements |
（2）Research on Adults Literacy Policy in the Central Region of Cameroon （Mfoundi Division）（论文提纲范文）
| 摘要 |
| ABSTRACT |
| Acronyms |
| Chapter1 Introduction |
| Background of the study |
| Statement of the problem |
| Purpose of the study |
| Research Questions |
| Significance of the Study |
| Research scope and Delimitation |
| Research limitations |
| The state of the problem |
| Literature review |
| Theoretical framework |
| Chapter2:Research Methodology |
| Introduction |
| 2.1 Approach of the research |
| 2.2 Data collection techniques |
| 2.2.1 Presentation of the Site |
| 2.2.2 Documentary research |
| 2.2.3 Direct observation |
| 2.2.4 Indirect observation |
| 2.3 Data Analysis |
| 2.4 Period of survey |
| 2.5 Difficulties encountered |
| 2.6 Limits of the study |
| 2.7 Presentation plan of the thesis content |
| Chapter3:Reforms and their impacts in history of literacy education policy inCameroon |
| 3.1 Historical context of education in Cameroon |
| 3.2 Historical development and the content of adult’s literacy policy in Cameroon |
| 3.2.1 Historical development of adult’s literacy policy in Cameroon |
| 3.2.2 Content of the adult’s literacy policy document |
| 3.3 presentation of the current situation of adults’education and literacypolicy in Cameroon |
| Conclusion |
| Chapter4:Literacy practice in adult literacy centers in Cameroon |
| 4.1 People involved |
| 4.2 The main disciplines offered by the adult literacy program in Cameroon |
| 4.3 Duration of training and teaching time in literacy centers in Cameroon |
| 4.4 Teaching site |
| 4.5 Teachers |
| 4.6 Funding |
| 4.7 Text books |
| 4.8 Relations between officials,literacy educators and learners |
| 4.8.1 Relations between officials and literacy educators |
| 4.8.2 Relations between officials and learners |
| 4.9 How monitors sensitize adults to attend literacy classes |
| Conclusion |
| Chapter5:Efficiency and Challenge of Adult Literacy policy in Cameroon |
| Introduction |
| 5.1 Efficiency of Adult Literacy Education in Cameroon |
| 5.1.1 Efficiency at the institutional level |
| 5.1.2 Efficiency at the local(literacy centers)level |
| 5.2 Challenge of Adult Literacy policy in Cameroon |
| 5.2.1 Challenge of Adult Literacy policy at the institutional level |
| 5.2.2 Challenge of Adult Literacy policy at the literacy centers |
| Chapter6:Successful experience of Adult Literacy Education policy in China |
| Introduction |
| 6.1 Key directions of literacy education policy in China |
| 6.1.1 The Policy of Language Simplification to Increase Literacy |
| 6.1.2 The policy known as"rapid literacy method"or literacy for workers |
| 6.1.3 Instauration of the9 Years Compulsory Education |
| 6.1.4 Instauration of special curricula and various text books for literacyeducation as well as diploma or certificate at the end of literacy program |
| 6.1.5 Orientation of rural literacy in accordance with the needs of agriculturalproduction and that of farmers |
| 6.1.6 Selection of literacy educators |
| 6.1.7 The Policy of"one:block,two:sweeps and three:improvements" |
| 6.2 The motive factors and Enlightenment of the development of literacyeducation policy China |
| 6.2.1 Political power |
| 6.2.2 Economic power |
| 6.2.3 Enlightenment |
| 6.3 Resilience of the Chinese Government toward some literacy difficulties |
| 6.3.1 During the period of distortion of the New China Literacy EducationPolicy(1966-1976) |
| 6.3.2 During the restoration and reconstruction of New China's LiteracyEducation Policy(1977-90s) |
| 6.3.3 During the adjustment and renewal of literacy education policy in NewChina(since year2000) |
| 6.4 The achievement and experience of literacy education in China |
| Conclusion |
| Chapter7:Recommendations based on Chinese experience for a more effective fightagainst adult illiteracy in Cameroon |
| 7.1 Summary of findings |
| 7.2 Recommendations |
| 7.2.1 Reduce barriers and increase participation |
| 7.2.2 Increase the number and range of effective learning opportunities forAdult literacy |
| 7.2.3 To ensure the quality and effectiveness of literacy programs for Adults |
| 7.2.4 Strengthen Partnerships to develop a solid and effective Adult literacySystem |
| 7.2.5 Strengthen Government actions and intensify law enforcement toensure that literacy is a"top priority"in the education system |
| 7.2.6 Strengthening Scientific Research on literacy Education |
| 7.2.7 Combination of knowledge and Technology |
| 7.2.8 Strengthening the Law of Compulsory Primary Education in Cameroon |
| 7.2.9 Establishment of Multiples Measures for Political Stability |
| 7.2.10 Adopt the Experimental Literacy Program(2017) |
| Bibliography |
| Appendix |
| Acknowledgement |
（3）教学法课程中职前英语教师小组合作学习过程探究（论文提纲范文）
| 摘要 |
| Abstract |
| Acknowledgements |
| Chapter 1 Introduction |
| 1.1 Research background |
| 1.2 Structure of the thesis |
| Chapter 2 Literature Review |
| 2.1 Theoretical framework |
| 2.1.1 Sociocultural theory of mind |
| 2.1.2 Cooperative learning theory |
| 2.2 Previous research on group work |
| 2.2.1 Group work in second language education |
| 2.2.2 Group work in teacher education |
| 2.3 Previous research on teacher education |
| 2.3.1 Teacher development in general |
| 2.3.2 Pre-service teacher development |
| 2.4 Research questions: |
| Chapter 3 Methodology |
| 3.1 Methods of inquiry |
| 3.2 Research context and participants |
| 3.3 The role of the researcher |
| 3.4 Data collection |
| 3.5 Data analysis |
| 3.5.1 Interaction patterns |
| 3.5.2 Mediational means |
| 3.5.3 Learning outcomes |
| Chapter 4 Findings |
| 4.1 The interaction pattern in group work |
| 4.2 The mediational means influencing group learning |
| 4.3 The impact of group work on learning outcomes |
| 4.3.1 Teacher knowledge |
| 4.3.2 Cooperative learning ability |
| 4.3.3 Foreign language skills |
| 4.4 Summary |
| Chapter 5 Discussions |
| 5.1 Interaction in group work |
| 5.2 Factors as mediation |
| 5.3 Group work in pre-service teacher learning |
| Chapter 6 Conclusion and Implication |
| 6.1 Summary of findings |
| 6.2 Implications for teacher education |
| 6.3 Implications for future research |
| References |
| Appendix |
（4）教学实习中同伴互助对职前英语教师课堂实践的影响（论文提纲范文）
| Acknowledgements |
| Abstract |
| 摘要 |
| Chapter One Introduction |
| 1.1 Research background |
| 1.2 Research significance |
| 1.3 Layout of the thesis |
| Chapter Two Literature Review |
| 2.1 Core concept:peer coaching |
| 2.2 Studies on peer coaching |
| 2.2.1 Studies on peer coaching abroad |
| 2.2.2 Studies on peer coaching at home |
| 2.3 Studies on practicum of pre-service English teachers |
| 2.3.1 Studies on practicum of pre-service English teachers abroad |
| 2.3.2 Studies on practicum of pre-service English teachers at home |
| 2.4 Studies on peer coaching of pre-service English teachers during practicum |
| 2.4.1 Studies on peer coaching of pre-service English teachers during practicum abroad |
| 2.4.2 Studies on peer coaching of pre-service English teachers during practicum at home |
| 2.5 Summary |
| Chapter Three Theoretical Foundation |
| 3.1 Sociocultural theory |
| 3.2 Reflective teaching |
| Chapter Four Research Design |
| 4.1 Research questions |
| 4.2 Participants |
| 4.3 Methods |
| 4.4 Instruments |
| 4.4.1 Reflective journals |
| 4.4.2 Interviews |
| 4.4.3 Classroom observations |
| 4.4.4 Document analysis |
| 4.5 Procedures |
| 4.6 Trustworthiness |
| 4.7 Ethical concerns |
| Chapter Five Results and Discussion |
| 5.1 Effects on classroom management |
| 5.1.1 Classroom discipline management |
| 5.1.2 Classroom atmosphere management |
| 5.1.3 Classroom questioning and feedback management |
| 5.1.4 Classroom time management |
| 5.1.5 Classroom grouping management |
| 5.2 Effects on teaching skills |
| 5.2.1 Lead-in skills |
| 5.2.2 Closure skills |
| 5.2.3 Activity design skills |
| 5.2.4 Language skills |
| 5.2.5 Teaching aid using skills |
| 5.3 Summary of discussion |
| Chapter Six Conclusion |
| 6.1 Major findings |
| 6.2 Implications |
| 6.3 Limitations |
| 6.4 Future prospects |
| References |
（5）元认知策略培训对听力成绩和风格的影响 ——一项实证研究（论文提纲范文）
| Abstract |
| 摘要 |
| Chapter One Introduction |
| 1.1 Research Background |
| 1.1.1 MST in Listening Comprehension |
| 1.1.2 Optimal Listening Style in Listening Comprehension |
| 1.1.3 MST:A Way to Enrich Second Language Listening Teaching and Learning |
| 1.2 Research Purpose and Significance |
| 1.2.1 Research Purpose |
| 1.2.2 Theoretical Significance |
| 1.2.3 Practical Significance |
| 1.3 Core Concepts |
| 1.3.1 Metacognitive Strategies |
| 1.3.2 Listening Achievements |
| 1.3.3 Listening Styles |
| 1.4 Layout of the Thesis |
| Chapter Two Literature Review |
| 2.1 MST in L2 Instruction |
| 2.2 MST in Listening |
| 2.3 Relationship Between Metacognitive Strategies and Listening Styles |
| 2.4 Summary |
| Chapter Three Theoretical Basis |
| 3.1 Adaptive Control of Thought-Rational(ACT-R)Theory |
| 3.1.1 Basic Ideas of ACT-R Theory |
| 3.1.2 Enlightenment of ACT-R Theory |
| 3.2 Metacognitive Approach to Listening Instruction |
| 3.2.1 Basic Ideas of Metacognitive Approach to Listening Instruction |
| 3.2.2 Enlightenment of Metacognitive Approach to Listening Instruction |
| Chapter Four Research Design |
| 4.1 Research Questions |
| 4.2 Research Participants |
| 4.3 Research Methods |
| 4.4 Research Instruments |
| 4.4.1 Questionnaire I |
| 4.4.2 Questionnaire II |
| 4.4.3 Pre-test and Post-test Listening Test Paper |
| 4.4.4 Interview |
| 4.5 Research Procedures |
| 4.5.1 Pre-training Stage |
| 4.5.2 While-training Stage |
| 4.5.3 Post-training Stage |
| 4.6 Data Collection and Analysis |
| 4.6.1 Listening Test Paper |
| 4.6.2 Questionnaires |
| 4.6.3 Interview |
| Chapter Five Results and Discussion |
| 5.1 The Application of Listening Metacognitive Strategies Before and After the Training |
| 5.1.1 Listening Metacognitive Strategy Use Before the Training |
| 5.1.2 Listening Metacognitive Strategy Use After the Training |
| 5.1.3 Specific Metacognitive Strategy Use in EC |
| 5.2 Listening MST and Listening Achievements |
| 5.2.1 Listening Achievements of EC and CC Before the Training |
| 5.2.2 Listening Achievements of EC and CC After the Training |
| 5.2.3 The Effects of Listening Metacognitive Training on Listening Achievements |
| 5.3 Listening MST and the Optimization of Listening Styles |
| 5.3.1 Listening Styles of EC and CC Before the Training |
| 5.3.2 Listening Styles of EC and CC After the Training |
| 5.3.3 The Effect of Listening MST on the Optimization of Listening Styles |
| 5.4 Summary |
| Chapter Six Conclusions and Implications |
| 6.1 Research Findings |
| 6.2 Implications |
| 6.3 Limitations |
| 6.4 Suggestions for Further Research |
| References |
| Appendix Ⅰ Questionnaire I |
| Appendix Ⅱ Questionnaire II |
| Appendix Ⅲ Pre-test Listening Paper |
| Appendix Ⅳ Post-test Listening Paper |
| Appendix Ⅴ Sample Lesson Plan in EC |
| Appendix Ⅵ Interview Outline |
| Appendix Ⅶ Interview Records |
| Acknowledgements |
（6）为俄语母语者设计的对外汉语教学移动应用之评估和选择问题研究（论文提纲范文）
| Synopsis |
| 摘要 |
| List of Abbreviations |
| Chapter 1 Introduction |
| 1.1 Research background and previous findings |
| 1.2 Research foundations |
| 1.2.1 Research questions and purpose |
| 1.2.2 Research methodology |
| 1.2.3 Research structure |
| Chapter 2 A General Survey on TCFL to Russian-Speaking Students |
| 2.1 History of China-related studies in Russia |
| 2.2 Contemporary TCFL in Russia |
| 2.2.1 Place of TCFL in curriculum |
| 2.2.2 Standards for TCFL in Russia today and use of it in MALL |
| 2.2.3 Challenges for TCFL |
| 2.3 Summary |
| Chapter 3 MALL in TFL Worldwide |
| 3.1 Approaches to TCFL |
| 3.1.1 General overview of SLA approaches |
| 3.1.2 CALL methods to SLA |
| 3.2 The concept of MALL |
| 3.2.1 Background of MALL |
| 3.2.2 Previous researches on MALL |
| 3.3 Mobile apps for LL and its use worldwide and in Russia |
| 3.4 Distinctive features of the mobile apps market |
| 3.5 Summary |
| Chapter 4 Evaluation and Selection of Mobile Apps for TCFL to Russian-Speaking Students |
| 4.1 General principles of MALL design and evaluation |
| 4.1.1 Principles of MALL in TFL by Doughty and Long |
| 4.1.2 Principles of MALL in TFL by Hubbard |
| 4.1.3 Initial systematized criteria for MALL in TFL |
| 4.1.4 Criteria for MALL in TFL by Palalas and Hoven |
| 4.1.5 Criteria for selecting mobile app for TFL by Yates |
| 4.1.6 Summary |
| 4.2 Methodological pros and cons of apps and importance of mobile apps evaluation |
| 4.2.1 Mobile app evaluation approaches by Hubbard |
| 4.2.2 Categorization of pros and cons of mobile apps in TFL by Prisekina |
| 4.3 Mobile apps for TCFL in use |
| 4.3.1 Overview of popular apps for TCFL in Russia |
| 4.3.2 Survey for mobile apps users, results analysis and discussion |
| 4.3.3 Interview with apps' users and discussion |
| 4.3.4 Implementation of SLA principles for mobile apps usage today |
| 4.3.5 Summary |
| 4.4 Checklists for selecting mobile apps for TCFL |
| 4.5 Examples and recommendations for evaluation and selection |
| 4.6 Summary |
| Chapter 5 Conclusion |
| 5.1 Major findings |
| 5.2 Research limitations |
| 5.3 Areas for big data implementation in TCFL with MALL |
| 5.3.1 Big data and its features |
| 5.3.2 Applications of big data to mobile apps used for TCFL |
| 5.3.3 Other findings for further researches |
| References |
| Acknowledgements |
| 攻读博士学位期间发表的学术论文 |
| Appendix 1. List of the apps for Chinese language learning, mentionedin this research |
| Appendix 2. List of materials for Chinese language learning mentionedin this research and recommended by Russian Ministry of Educationand other government agencies |
| Appendix 3. Survey Data (excluding open-answer questions) |
| Appendix 4. Interviews with mobile apps users,original answers andtranslations |
（7）Technology-based Scaffolding for English Language Learning（论文提纲范文）
| Abstract |
| List of Abbreviations |
| Chapter 1 Introduction |
| 1.1 Research Background |
| 1.2 Research Purpose |
| 1.3 Research Significance |
| 1.4 Research Framework |
| Chapter 2 Literature Review |
| 2.1 Definitions of Key Terms |
| 2.2 Empirical Studies on Technology-based Language Learning in the West |
| 2.3 Empirical Studies on Technology-based Language Learning in China |
| 2.4 Research Gap |
| Chapter 3 Theoretical Foundation |
| 3.1 Sociocultural Theory |
| 3.1.1 Scaffolding |
| 3.1.2 Characteristics of Scaffolded Instruction |
| 3.2 Technology-Based Scaffolding |
| 3.2.1 Positive Aspects of Language Learning Technology |
| 3.2.2 Negative aspects of LLT |
| 3.3 Summary |
| Chapter 4 Methodology |
| 4.1 Research Questions |
| 4.2 Subjects |
| 4.3 Data collection |
| 4.4 Instruments and Methods |
| 4.4.1 Scaffolding |
| 4.4.2 Preliminary English Test (PET) |
| 4.4.3 Pretest and Posttest |
| 4.5 Steps |
| Chapter 5 Results and Discussion |
| 5.1 Descriptive Statistics for PET |
| 5.2 Analysis of Pretest |
| 5.3 Analysis of the Posttest |
| 5.4 Verifying the First Research Question |
| 5.5 Verifying the Second Research Question |
| 5.6 Verifying the Third Research Question |
| 5.7 Verifying the Fourth Research Question |
| Chapter 6 Conclusion |
| 6.1 Major Findings |
| 6.2 Implications |
| 6.3 Limitations of the Study |
| 6.4 Suggestions for Further Research |
| References |
| Appendix A: Preliminary English Test (PET) |
| Appendix B: Pretest and Posttest |
| IELTS Listening (SECTION 1) |
| Acknowledgements |
| List of Publications |
（8）双满意度研究：文莱本科大学生学习满意度和雇主满意度的实证研究（论文提纲范文）
| Dedication |
| Acknowledgements |
| Abstract |
| CHAPTER 1: INTRODUCTION |
| 1.1 Research Background |
| 1.2 Research Significance |
| 1.3 Key Concepts |
| 1.4 Research Objectives |
| 1.5 Research Questions |
| 1.6 Research Hypotheses |
| 1.7 Methodology |
| CHAPTER 2: LITERATURE REVIEW |
| 2.1 Theoretical and Methodological Research Background |
| 2.2 Key factors related to Student Satisfaction |
| 2.3 Measurement Tools and Data Analysis Techniques |
| 2.4 Chapter Summary |
| CHAPTER 3: RESEARCH METHODOLOGY |
| 3.1 Theoretical Foundation and Framework of the Study |
| 3.2 Research Design |
| 3.3 Data Sources, Validity and Reliability Testing |
| CHAPTER 4: ANALYSIS OF GENERAL FEATURES AND INTERNAL STRUCTURE OFDUAL (STUDENT LEARNING AND EMPLOYER) SATISFACTION |
| 4.1 Descriptive Statistics and Satisfaction Analyses |
| 4.2 Analysis of Variance in Overall Learning Satisfaction based on Demographic andInstitutional variables |
| 4.3 Differences in Overall Satisfaction Based On Demographic and Institutional Variables |
| 4.4 Analysis of Variance on Learning Satisfaction based on Student Career DevelopmentVariables |
| 4.5 Analysis of Variance on Career Development based on Demographic and Institutionalvariables |
| 4.6 Analysis of Variance on Employers' Satisfaction |
| 4.7 Comparison on Both Questionnaires (Student & Employer Satisfaction) |
| 4.8 Analysis of Correlation between Student Learning Satisfaction and CareerDevelopment |
| 4.9 Analyses of Open-Ended Responses on Employers' Perception towards the UniversityEducation in Brunei Darussalam |
| CHAPTER 5: IN-DEPTH ANALYSIS OF DUAL SATISFACTION THROUGH INTERVIEW |
| 5.1 Qualitative Research Design and Interview Process |
| 5.2 Descriptive analysis of student learning satisfaction through interview |
| 5.3 Descriptive analysis of employer satisfaction through interview |
| 5.4 Dual Satisfaction Interview Results and Summary |
| CHAPTER 6: CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS |
| 6.1 Summary of the Main Purpose and Methodology of the Study |
| 6.2 Summary of the Major Findings |
| 6.3 Summary of Qualitative Findings |
| 6.4 Conclusion |
| 6.5 Implications and Recommendations for Practice |
| 6.6 Original contribution of current study and Suggestions for Future Research |
| REFERENCES AND BIBILIOGRAPHY |
| APPENDICES |
| PUBLICATIONS AUTHORED 在学期间的主要科研成果 |
（9）交际语言教学：中国与巴基斯坦比较研究（论文提纲范文）
| Acknowledgements Dedication 摘要 Abstract Chapter 1 Introduction |
| 1.1 Background of the study |
| 1.2 Purpose of the study |
| 1.3 Significance of research Chapter 2 Literature Review |
| 2.1 Overview |
| 2.2 Curriculum reforms in China |
| 2.2.1 Objectives of the curriculum reform |
| 2.2.2 Teachers' role and significance in curriculum reform |
| 2.3 Grammar Translation Method |
| 2.3.1 Definition and development of GTM |
| 2.3.2 Teachers' role in GTM |
| 2.4 Communicative competence and CLT |
| 2.4.1 Communicative competence |
| 2.4.2 Historical and theoretical base of CLT |
| 2.4.3 Development and definition of Communicative Language Teaching |
| 2.4.4 Teacher's role in CLT |
| 2.5 English Language Teaching in China |
| 2.5.1 Criticism on GTM in China |
| 2.5.2 The need to transform from GTM to CLT in China |
| 2.6 English Language Teaching in Pakistan |
| 2.6.1 Criticism on GTM in Pakistan |
| 2.6.2 The need to transform from GTM to CLT in Pakistan Chapter 3 Methodology |
| 3.1 Research Questions |
| 3.2 Research design |
| 3.2.1 Participants |
| 3.2.2 Protocol development |
| 3.2.3 Data collection |
| 3.2.4 Trustworthiness |
| 3.2.5 Research ethics |
| 3.3 Data analysis |
| 3.3.1 Data analysis and coding procedure |
| 3.3.2 Content analyses and reduction procedure Chapter 4 Results |
| 4.1 The development of students' communicative competence |
| 4.1.1 ELT strategies for developing communicative competence |
| 4.1.2 Teachers' perceptions of imperative and lacking skills of their students |
| 4.1.3 Class test assessment and final exams evaluation |
| 4.1.4 Teaching objectives |
| 4.2 Teachers' perceptions about communicative language teaching |
| 4.2.1 The aim of ELT |
| 4.2.2 Teaching syllabus |
| 4.2.3 Authentic teaching materials |
| 4.2.4 In-class activities and student-centered learning |
| 4.3 Factors influencing the implementation of CLT |
| 4.3.1 Internal factors |
| 4.3.2 External factors Chapter 5 Discussion and Conclusion |
| 5.1 Discussion |
| 5.1.1 The characteristics of Chinese and Pakistani English teachers in the development of communicative competence |
| 5.1.2 Teachers' perceptions about CLT |
| 5.1.3 The relationship between perceived difficulties in the implementation of CLT |
| 5.2 Implications of the study |
| 5.3 Limitations and direction for future research |
| 5.4 Conclusions of the study References Appendices 学位论文评阅及答辩情况表 |
（10）Comparative Study between Jordanian and Chinese Mediation Systems（论文提纲范文）
| Abstract Chapter One: Introduction |
| 1.1. Introduction to Legal Issues |
| 1.2. Legal Issues to be Studied and Research Methodology |
| 1.2.1. Legal Issues to be Studied |
| 1.2.2. Expected Goals and Innovation of the Research |
| 1.2.3. Research Methodology |
| 1.3. Literature Review |
| 1.4. The Outline of Thesis Chapter Two: Efficiency of Mediation and its Types in Dispute Settlement, Analytical Review |
| 2.1. Mediation as ADR |
| 2.2. Types of Mediation in Jordan and People’s Republic of China |
| 2.3. Integrating Mediation into Arbitration: Why it Works in PRC |
| 2.4. Approach toward Judicial Mediation Procedures in Jordan and PRC |
| 2.5. Issues Regarding of Managing Judicial Mediation Process in Jordan and PRC Chapter Three: Issues of Mediation Participants and its Legal Remedies |
| 3.1. Process of Selecting a Mediator in Jordan and PRC |
| 3.2. Issues Regarding of Selection and Formation of Mediation Commission |
| 3.3. The Role of Mediator in Jordanian and Chinese Law |
| 3.4. Lack of Confidence in Mediators and Mediation Conducted Outside Courts |
| 3.5. Challenges of being an Advocate and Neutral Facilitator in Jordan and PRC |
| 3.6. Challenges of Opponents in Mediation Chapter Four: Overall Issues of Judicial Mediation in Jordan and China, the Way Forward |
| 4.1. Challenges and Solutions of Judicial Mediation System in Jordan |
| 4.2. Challenges and Solutions of Judicial Mediation System in PRC |
| 4.3. Strengths and Challenges of PRC’s “One Belt, One Road” Initiative |
| 4.3.1. What’s“One Belt, One Road”? |
| 4.3.2. Involvement of Other Countries in the One Belt, One Road initiative |
| 4.3.3. Dealing with Mediation Regimes in Belt and Road Countries Chapter Five: Reforming the Standards and Norms of Non-JudicialMediation |
| 5.1. Challenges and Obstacles in Non-Judicial Mediation Implementation |
| 5.2. Issues Regarding Mediation Agreement and its Effects |
| 5.3. How the Mediation System in Jordan can Learn from China’s Experience |
| 5.4. Criteria to be Followed by Mediator |
| 5.5. Suggestions for Comprehensive Reforms towards Ideal Mediation Chapter Six: Conclusion and Recommendations |
| 6.1. Conclusion |
| 6.2. Recommendations Bibliography Acknowledgements Resume |
四、A Successful Practice Of “Listening writing" Approach（论文参考文献）
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