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教育學留學生coursework閱讀分析作業

時間:2019-07-17 09:45來源:未知 作者:anne 點擊:
The two responses (名字為2和3的pdf)to the Lasagabaster and Sierra reading (名字為1的pdf) give very different kinds of feedback. Why do you think the feedback is so different? Somers和Surmont(2012),Ting(2011)對Lasagabaster和

The two responses (名字為2和3的pdf)to the Lasagabaster and Sierra reading (名字為1的pdf) give very different kinds of feedback. Why do you think the feedback is so different?

Somers和Surmont(2012),Ting(2011)對Lasagabaster和Sierra(2010)的研究給出了非常不同的反饋,其原因可能在于以下三個方面。
首先,他們有不同的研究目標。 Somers和Surmont(2012)主要討論了CLIL方法和浸入式方法在世界上的應用。雖然Ting(2011)主要探討了CLIL方法在科學領域的應用,因此他基于確認Somers和Surmont(2012)所分析的內容,進一步指出CLIL方法應該具有以下特征:它應該以學習者為中心,內容驅動,識字導向。
其次,兩者有不同的研究對象。 Somers和Surmont(2012)吸收了來自西班牙巴斯克地區的學生,加拿大法語區的學生,以及在比利時使用德語和法語的學生,在荷蘭使用弗里斯蘭語的學生等作為研究對象。 Ting(2011)將接受英語科學教育的意大利和非洲學生作為研究對象。
最后,兩者的時間維度是不同的。 Somers和Surmont(2012)的研究涉及語言教育的初級和高級階段。然而,丁(2011)主要關注科學教育的教學方法問題。

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Somers and Surmont (2012), Ting (2011) gave very different kinds of feedback to Lasagabaster and Sierra’s (2010) research, the reasons for this may lie in the following three aspects. 
First, they have different research aims. Somers and Surmont (2012) mainly discussed the application of CLIL approach and immersion approach in the world. Though Ting (2011) mainly explored the application of CLIL approach in the scientific area, thus he was based on confirming what Somers and Surmont (2012) analyzed to further point out that CLIL approach should have the following characteristics: it should be learner centred, content driven, and literacy directed.
Second, the two have different research objects. Somers and Surmont (2012) took students from the Basque region of Spain, students in the French-speaking region of Canada, as well as students using German and French in Belgium, students using Frisian in the Netherlands, etc., as research objects. Ting (2011) took Italian and African students who received English science education as the research objects.
Finally, the time dimensions of the two are different. Somers and Surmont’s (2012) research involved the primary and advanced stages of language education. However, Ting (2011) mainly focused on the issue of teaching methods of science education.
 


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