《活動對學生語言交流的介入作用：我國英語沉浸式教學的調查與研究》以“社會文化理論，尤其是“活動理論”為框架，以廣東省一所采取英語沉浸式教學的私立小學為個案，從學生的視角對我國英語沉浸式教學環境中活動對學生語言交流的介入作用進行研究。《活動對學生語言交流的介入作用：我國英語沉浸式教學的調查與研究》具體內容包括：學生活動類型和學生語言交流的特點；學生活動的多變性和靈活性以及學生在活動中表現出的主觀能動性；學生活動介入的多層面性。研究結果可為中國的英語教學提供重要參考，並為任務型教學中教學活動的組織與參與提出有價值的建議。

CHAPTER ONE INTRODUCTION
1.1 Motivation for the Current Study
1.2 ELT in China
1.2.1 Policy of ELT: An Overview
1.2.2 Development of the English Language Teaching Syllabi for Secondary Schools
1.2.3 Reform of the Curriculum
1.2.4 Changes and Challenges Encountered in ELT
1.2.5 The First English Immersion Program in China -- the CCUEI
1.3 Aim of the Study and Research Questions
1.4 Significance of the Study
1.5 Outline of the Thesis

CHAPTER TWO IMMERSION EDUCATION
2.1 Immersion Education in Canada
2.1.1 Definition of Immersion
2.1.2 Features of Immersion
2.1.3 Varieties of Immersion Programs
2.2 Immersion Education in Other Western Countries
2.3 English Immersion Program in China-- the CCUEI
2.3.1 Characteristics of the CCUEI
2.3.2 Research on the CCUEI Program
2.4 Challenges to Immersion Education Worldwide
2.5 Research Gap
2.6 Summary

CHAPTER THREE INTERACTION, ACTIVITY AND PEER TALK
3.1 Cognitive and Sociocultural Paradigms in Interaction
3.1.1 Interaction within the Cognitive Paradigm
3.1.2 Interaction within the Sociocultmal Theoretical Paradigm
3.2 The Role of Tasks and Activities in Interaction
3.2.1 Tasks and Activities from a Psycholinguistic Perspective
3.2.2 Tasks and Activities from a Sociocultural Perspective
3.3 Poor Talk
3.3.1 Definition of Peer Talk
3.3.2 Peer Talk as a Type of Spoken Interaction
3.3.3 Research Revealing the Features of Peer Talk
3.4 The Conceptual Framework of the Current Study
3.4.1 Components of the Conceptual Framework
3.4.2 Relations among These Components
3.5 Summary

CHAPTER FOUR METHODOLOGY
4.1 Introduction
4.2 A Case Study
4.3 Selection of the Setting and the Participants
4.3.1 The Sampling
4.3.2 The Setting
4.3.3 The Participants
4.4 Data Collection and Data Analysis
4.4.1 Data Collection
4.4.2 Data Analysis
4.5 Trustworthiness
4.5.1 Thick Description
4.5.2 Member Checking
4.5.3 Peer Debriefing
4.5.4 Self Reflexivity
4.5.5 Ethical Concerns
4.6 Summary

CHAPTER FIVE CONTEXT AND PARTICIPANTS
5.1 ELT in China
5.2 The School Context
5.2.1 The School
5.2.2 The Features of the School Context
5.2.3 The Moving of the English Immersion Teachers' Office
5.3 The Participants
5.3.1 The Teacher Participant Ouya
5.3.2 Teacher Ouya's Challenges
5.3.3 Teacher Ouya's Practice of English Immersion
5.3.4 The Student Participants
5.3.5 The Students' Attitudes towards English and the English Teacher
5.3.6 The Teacher-student Relationship
5.4 Summary
5.5 Preview of the Data Chapters

CHAPTER SIX ACTIVITY TYPE AND PEER TALK
6.1 Activity and Activity Types
6.2 Categorization of the Student Activities
6.3 Variations of the Non-communicative Activities
6.3.1 Variations of RP and Peer TaLk
6.3.2 Variations of QA and Peer TaLk
6.3.3 Variations of Conversation and Peer TaLk
6.4 Summary

CHAPTER SEVEN THE NATURE OF ACTMTY AND STUDENT AGENCY
7.1 The Dynamic and Situated Nature of Activity and Agency
7.2 Different Activities Emerging from the Same Task
7.2.1 The Teacher-assigned Task
7.2.2 Different Activities Conducted by the Students
7.2.3 Comparison of the Three Groups of Students within the Activity System
7.3 Different Roles Emerging in the Same Activity
7.3.1 Acting as a Tutor, a Learner, a Proposer, and a Defender
7.3.2 Dynamic Role Relations of Peer Interlocutors in the Activity
7.4 Learning Opportunities in Side-task/Off-task Activities .
7.4.1 Liuliu and Changqing's Side-task Even Off-task Talk for Learning
7.4.2 Liuliu and Changqing's Off-task Small TaLk for Fun
7.5 Summary

CHAPTER EIGHT FORMS OF MEDIATION
8.1 Mediation and Mediational Means
8.2 Categorization of the Mediational Means in the Current Study
8.3 Multidimensional Mediations in the Current Study
8.3.1 Language Play as Mediation
8.3.2 Peer Assistance as Mediation
8.3.3 The Use of L1 and Code-switching as Mediation
8.3.4 Task as Mediation
8.3.5 Activity Type as Mediation
8.3.6 Subject Contents as Mediation
8.4 Constraints of Mediational Means
8.5 Summary

CHAPTER NINE DISCUSSION
9.1 Introduction
9.2 Main Findings of the Current Study
9.2.1 Findings on the School Context
9.2.2 Findings of the Mediations of Student Activities in Peer Talk
9.3 Understanding the Mediations of Activities in Peer Talk.
9.3.1 Reflecting on the Interrelationships between Activity Type and Peer Talk
9.3.2 Reflecting on the Multidimensional Nature of Mediations.
9.3.3 Reflecting on the Students' Agency in the Activities
9.3.4 Reflecting on the Teacher's Role in the Activities
9.4 Understanding the English Immersion in the School Context
9.4.1 Redefining the Context: A Very Partial English Immersion.
9.4.2 Reflecting on the Emerging Issues in This English Immersion Context
9.5 Conceptual Framework Revisited
9.6 Summary

CHAPTER TEN CONCLUSION
10.1 Introduction
10.2 Summary of the Study
10.2.1 Summary of the Aim and the Methodology
10.2.2 Summary of the Findings
10.2.3 Conclusions
10.3 Contributions of the Study
10.4 Implications of the Study
10.4.1 Theoretical Implications
10.4.2 Practical Implications
10.5 Limitations of the Study and Directions for Future Research
REFERENCES
APPENDIX

3.1.2.1 The Vygotskian Key Concepts about Language and Language Leaming
Language and Language learning. Sociocultural and cognitive theories perceive language and language learning from different points of view. Language， more than just a means of communication (Ellis， 1994)， is the most important cultural tool， and carries with it the characteristics that mediate the human mind. It is also the most important psychological tool， and mediates human mental activity in learrung and in partiapating in various sociocultural activities (Vygotsky， 1978). Vygotsky (1981b， p.136) draws an analogy between the role of technical and mechanical tools and that of psychological tools， meaning cultural artifacts such as language， mnemonic techniques， algebraic symbols， diagrams， and schemes， all of which serve as mediational means of the individual's mental activity (Lantolf& Appel， 1994a， p.8). Psychological tools， also called symbolic tools or signs (Lantol， 2000a)， are internally oriented， and cause "changes in the behavior ofother people or oneself" (Vygotsky， 1978， p.53). As Lantolf and Appel (1994a) maintain， tools that are created under specific cultural and historical conditions carry with them the characteristics of the culture by showing its state and level oflabor activity. Supporting these views， Mercer (1995， 2000) claims that language is a tool people use collectively to think together， to make sense of experience， and to solve problems， while Gee (1992) states that language is both a product and a process of social interaction， when examined from the sociocultural perspective.
Language learning is a process that is first soaal， then individual (Mitchell & Myles， 1998， p.147; Vygotsky， 1978， 1981a). Situated in social interaction， language learning is co-constructed through scaffolding and the mediation ofinteraction in the learning process (Lantolf & Appel， 1994a， p.9). Second language acquisition is similarly a socioculturally mediated process rooted in social interaction (Lantolf& Thorne， 2006; Vygotsky， 1978). According to Patthey-Chavez and Clare (1996， p.517)， to leam to use a language means to make appropriate choices about the language， to accept the rules and values which are hidden behind the language and originate in the larger community， and to mediate the social relations implicit in the language. Sociocultural theories contribute new meanings to interaction by defining language and language learning in a broader social and cultural sense， by proposing core concepts in learning and in social interaction， such as the ZPD， regulation， mediation and internalization. To facilitate understanding of this research study， the key concepts and terms are elaborated below.
Regulation and the zone of proximal development (ZPD). As mentioned above， sociocultural theories maintain that language learning is interactional， moving from the social to the individual. Learning creates the ZPD， the space /n which the learner achieves a new potential level of development through mediation and regulation (Lantolf& Thorne， 2006;Vygotsky， 1978)， in a process that develops dynamically and transforms the social context (Lantolf & Thorne， 2006; Vygotsky， 1978). Vygotsky (1978， pp.85-86) defines the ZPD as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers"; and the actual developmental level as "the level of development of a child's mental functions that has been established as a result of certain already completed development cycles" (emphasis in the original). Collaboration with more capable peers (Vygotsky， 1978) may cause transformation in the process of internalization (the internal reconstruction of external operations).
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