由刘萍著的《认知互动自主学习--课外环境中大学英语学习现状研究》着重论述了中国大学生课外英语学习的现状研究。在维果茨基的社会建构主义理论框架下，尤其是“最近发展区”的概念、“脚手架”理论，互动模式和自主性学习的相关纬度下，着重探讨了英语学习者对于非目的语环境的课外英语学习的认知体系和情感模式。

Informed by Vygotsky' s social constructive theory, particularly theconcepts of the Zone of Proximal Development, scaffolding, interactionand autonomy, the study investigated the dynamics of tertiary students'English learning experience in extracurricular contexts in China. Itexamined learning materials and tasks, levels of scaffolding, interactionpatterns and practices of autonomous learning. As an empirical research,this study combined both quantitative and qualitative methods from theperspective of the social constructivist theory. The theorization andfindings contributed to the literature of Second Language Acquisitionwithin an extracurricular context and provided context-specific empiricalevidence to develop a framework for EFL pedagogy that included extra-curricular activities as an integral part of English teaching and learning inChina. The framework might also be replicable in teaching and learningEnglish in similar educational contexts.

《认知互动自主学习--课外环境中大学英语学习现状研究》由刘萍著。

Abstract

Acknowledgments

List of Figures

List of Tables

Glossary of Abbreviations

Chapter 1 Introduction

 1.1 BACKGROUND

 1.2 CONTEXT OF THE STUDY

1.2.1 College English teaching in China

1.2.2 Transformation of College English teaching in China

 1.3 PURPOSES OF THE STUDY

 1.4 RESEARCH QUESTIONS

 1.5 SIGNIFICANCE OF THE STUDY

 1.6 THESIS STRUCTURE

Chapter 2 Literature Review

 2.1 PAST STUDIES ON LEC

2.1.1 Historical background

2.1.2 Research on LEC in adolescent development

2.1.3 Research on LEC in language development

 2.2 PAST STUDIES ON SECOND LANGUAGE ACQUISITION

2.2.1 Designing learning to promote the ZPD

2.2.2 Scaffolding in language instruction

2.2.3 Interaction in language learning

2.2.4 Autonomous learning

 2.3 SUMMARY

Chapter 3 Theoretical framework

 3.1 SOCIAL CONSTRUCTIVlST THEORY

3.1.1 The Zone of Proximal Development

3.1.2 Scaffolding

3.1.3 Interaction

3.1.4 Learner autonomy

 3.2 THEORETICAL CONCEPTUALISATION

Chapter 4 Research Design

 4.1 METHODOLOGY

 4.2 PARTICIPANTS

 4.3 AN INTRODUCTION TO THE LEC PROGRAM

 4.4 INSTRUMENTS

4.4.1 Document collection

4.4.2 QueStionnaires

4.4.3 Interviews

4.4.4 Learner diaries

 4.5 PROCEDURE AND TIMELINE

 4.6 DATA ANALYSIS

 4.7 VALIDITY AND RELIABILITY

 4.8 ETHICAL CONSIDERATIONS

 4.9 SUMMARY

Chapter 5 Research Data Report

 5.1 INTRODUCTION

 5.2 QUESTIONNAIRE DATA

5.2.1 Demographic data

5.2.2 Proactive learning in extracurricular contexts (PLEC)

5.2.3 Reactive learning in extracurricular contexts (RLEC)

5.2.4 Evaluation of EAP

5.2.5 Difficulty of EAP

5.2.6 Scaffolding in EAP

5.2.7 Interaction in EAP

5.2.8 Learner perception

5.2.9 Questionnaire data summary

 5.3 QUALITATIVE DATA

5.3.1 Documents

5.3.2 Interviews

5.3.3 Learner diaries

5.3.4 Qualitative data summary

 5.4 SUMMARY

Chapter 6 Research Data Discussion

 6.1 DATA DISCUSSION STRUCTURE

 6.2 RQ1 .. WHAT ARE STUDENT'S PERCEPTIONS OF LEC IN ENGLISH

LANGUAGE LEARNING?

6.2.1 Evaluation of EAP

6.2.2 Difficulty of EAP

6.2 3 The characteristics of LEC compared to classroom English learning

6.2.4 The impact of EAP on language learning

6.2.5 Relationship between perception and attendance

 6.3 RQ2: WHAT KINDS OF LEARNING MATERIALS AND TASKS ARE

INCLUDED, AND HOW ARE THEY SCAFFOLDED IN THE

EXTRACURRICULAR PROGRAM?.

6.3.1 Learning materials and task types

6.3.2 Support from learning materials

6.3 3 Teacher's scaffolding

 6.4 RQ3：HOW DO STUDENTS LEARN AND INTERACT IN

EXTRACURRICULAR CONTEXTS TO DEVELOP LEARNER

AUTONOMY?

6.4 1 EAP participation

6 4,2 EAP interaction

 6.5 SUMMARY

Chapter 7 Implications and Conclusion

 7.1 MAJOR FINDINGS

7.1,1 Perceptions

7.1 2 Scaffolding

7.1.3 The Zone of Proximal Development (ZPD)

7 1.4 Interaction

7.1.5 Autonomy

 7.2 CONCLUSION OF THE STUDY

7.2.1 A new conceptualization

7.2.2 Learner perception

 7.3 SUGGESTIONS

7.3 1 Improvement on the LEC program

7.3.2 Application of the LEC program

 7.4 IMPLICATIONS OF THE STUDY

7.4.1 Theoretical implications

7.4 2 Pedagogical implications

 7.5 LIMITATIONS OF THE STUDY AND SCOPE FOR FURTHER RESEARCH

Bibliography

Appendices

 APPENDIX A PARTICIPANT INFORMATION FOR THE RESEARCH PROJECT

 APPENDIX B CONSENT FORM FOR THE RESEARCH PROJECT

 APPENDIX C QUESTIONNAIRE

 APPENDIX D INTERVIEW PROTOCOL

 APPENDIX E PROMPTS FOR LEARNER DIARIES

 APPENDIX F THE LEC SYLLABUS

 APPENDIX G FREQUENCY OF PLEC