在語(yǔ)言教學(xué)領(lǐng)域,源于維果斯基的社會(huì)文化理論已被廣泛應(yīng)用于教師話語(yǔ)研究。尤其是近些年來(lái),研究者從社會(huì)文化視角出發(fā),開展了大量的實(shí)證研究,來(lái)探索教師支架性話語(yǔ)對(duì)學(xué)習(xí)者語(yǔ)言產(chǎn)出的影響。這些研究主要以社會(huì)文化領(lǐng)域中“最近發(fā)展區(qū)”和“支架”概念為理論框架,發(fā)現(xiàn)教師支架性話語(yǔ)廣泛存在于師生課堂語(yǔ)言交際中,不但為學(xué)習(xí)者提供語(yǔ)言學(xué)習(xí)所需要的可理解性輸入,還幫助學(xué)習(xí)者超越現(xiàn)有的語(yǔ)言認(rèn)知水平,實(shí)現(xiàn)從他人調(diào)節(jié)階段向自我調(diào)節(jié)階段的過(guò)渡。鑒于此,本研究從社會(huì)文化理論視角出發(fā),用定量分析法和微觀發(fā)生分析法相結(jié)合的方法,探討了初中英語(yǔ)觀摩課中教師支架性話語(yǔ)的使用現(xiàn)狀。本研究有兩個(gè)目的,其一是試圖發(fā)現(xiàn)初中英語(yǔ)觀摩課中,教師支架性話語(yǔ)的特征及分類;其二是試圖分析教師運(yùn)用支架性話語(yǔ)激活學(xué)習(xí)者最近發(fā)展區(qū)的微觀過(guò)程。本研究的話語(yǔ)分析語(yǔ)料來(lái)源于中國(guó)教育學(xué)會(huì)外語(yǔ)教學(xué)專業(yè)委員會(huì)于2014年10月25日主辦的第十屆全國(guó)初中英語(yǔ)教學(xué)觀摩課錄像視頻。研究者根據(jù)研究目的選擇相關(guān)片段進(jìn)行轉(zhuǎn)寫并做微觀分析,發(fā)現(xiàn)教師在英語(yǔ)課堂中主要通過(guò)六種“支架”式話語(yǔ)對(duì)學(xué)習(xí)者情感和認(rèn)知的發(fā)展產(chǎn)生影響。具體表現(xiàn)為,教師通過(guò)“支架”的興趣引入功能、目標(biāo)維持功能以...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviation
Chapter One Introduction
    1.1 Background of the Study
        1.1.1 Theoretical Background
        1.1.2 English Language Learning in the Chinese Context
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Fundamental Concepts of Sociocultural Theory
        2.1.1 An Introduction of Sociocultural Theory
        2.1.2 ZPD
        2.1.3 Scaffolding
    2.2 Scaffolding Talk
        2.2.1 Teacher Talk
        2.2.2 Teacher’s Scaffolding Talk
        2.2.3 Types and Characteristics of Scaffolding Talk
    2.3 Related Empirical Studies
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Subjects of the Study
    3.3 Data Collection and Analysis
        3.3.1 Data Transcription and Identification
        3.3.2 Coding Categories
Chapter Four Quantitative Analysis of Scaffolding Episodes
Chapter Five Micro-genetic Analysis of Scaffolding Episodes
    5.1 Affective Scaffolding
        5.1.1 Recruitment
        5.1.2 Direction Maintenance
        5.1.3 Frustration Control
    5.2 Cognitive Scaffolding
        5.2.1 Simplifying the Task
        5.2.2 Marking Critical Feature
        5.2.3 Demonstration
Chapter Six Conclusion
    6.1 Summary of Major Findings
    6.2 Implications of the Study
    6.3 Limitations and Recommendations
Reference
Appendix 1
Appendix 2
Appendix 3
Acknowledgements
About the Author



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