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1、中学英语教研能力训练作业要求及格式友情提示：黑色和红色字体为作业要求，请认真阅读。亮蓝色高光字体为范例，仅供参考。祝顺利杨涛2012/9/26 1. For each member in the group (Page 1-4): 1) Your teaching problem, 2) Research topic, 3) Research question, 4) Evaluation of importance, 5) Evaluation of feasibility. 2 For the chief researcher (Research question, Page 5) 1)
2、Your groups research question, 2) Specific questions, 3) Key words, 4) Variable classification, 5) A formula to illustrate the relationship of your variables 3 For the group members (Literature review, Page 6- ?) 1) Related and your definitions for the variables (Dependent & Independent, at least 2
3、related definitions for each variables, both from foreign researchers) in the current research & references (Group member A), Related Definitions of Dependent VariableL2 Learning Motivation No. Name & Year Definition Page Comment 1 Gardner (2005) 二语学习者的动机倾向决定了他们的学习努力程度，进而影响其学习效果。动机倾向由学习者对二语学习环境的态度、工
4、具性动机倾向和融入性动机倾向构成。（见图1） 6 A：维度清晰，方便测量。 D: 只关注学习开始，对过程关注不足。 2 Drnyei & Otto (1998) 二语动机过程模型。该模型主要由行动序列（动机功能）和动机影响因素两个维度内容构成。学习行动过程被划分为行动前阶段、行动中阶段和行动后阶段。不同的行动阶段中，动机的功能不同，发生作用的动机影响因素也不相同。（见图2）43-44 A：过程完整，符合学习实际。D：测量复杂，缺少匹配工具。 Reference:Drnyei, Z., & Otto, I. (1998). Motivation in action: A process mode
5、l of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69. Gardner, R. C. (2005). Integrative motivation and second language acquisition. Paper presented at the Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk. 2) Related and your theoretical
6、basis for the thesis statement & References (Group member B), (At least 1, from foreign researchers)Related Theoretical Basis for the Current ResearchNo. Name & Year Theoretical BasisPage Comment 1 Reference: 3) Your comments to the related researches & References (Group member C), (At least 3, 2 fr
7、om foreign researchers, 1 from Chinese researcher)。Related Empirical ResearchesNo. Name & Year Subject Duration Method Instrument Result Page Comment 1 张双祥（2011） 非英语专业大二学生，33（实验）+30（控制） 18周 实验，调查（问卷+访谈） 两种反馈方式，自编问卷 1. 同伴反馈的学生接受程度好，2.两种反馈效果相近，3.叠加使用效果更好 114 A：实验信度高 D: 研究对象有局限，与本研究差异大。研究结果中只有可接受度一项与本研究相关度较高。 2 A： D： Reference:张双祥，（2011），大学英语写作教学中两种反馈的实证比较研究，惠州学院学报，4:113-117。
