劉萍，博士，東南大學(xué)外國語學(xué)院副教授。1999年畢業(yè)千東南大學(xué)外國語學(xué)院，2005年獲得澳大利亞悉尼大學(xué)教育和社會科學(xué)學(xué)院教育學(xué)碩士學(xué)位（TESOL），20P5年獲得澳大利亞悉尼大學(xué)教育和社會科學(xué)學(xué)院教育學(xué)博士學(xué)位。多年來從事大學(xué)英語語言教育和研究，主要研究范圍包括外語教學(xué)、社會語言學(xué)、認(rèn)知心理學(xué)等。
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
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