初中英语课堂结对互动中的同伴支架研究

发布时间：2018-03-27 19:08

本文选题：社会文化理论　切入点：同伴支架　出处：《北京外国语大学》2017年硕士论文

【摘要】：本研究以维果斯基提出的社会文化理论为框架,以北京某中学初中二年级两个自然班的58名学生为研究对象,运用定性和定量相结合的研究方法,探究中国初中英语课堂小组互动中的同伴支架,包括其类型、特点、功能和在二语课堂协作任务中对英语学习者语言输出的影响及作用。研究发现:(1)在中学英语课堂互动中普遍存在着同伴支架;(2)同伴支架作用主要表现在提高参与度、提供词汇、提供观点、纠正错误表达、简化任务、维持既定目标、控制挫败感和优化表达方式等八个方面;(3)总体上同伴支架对小组互动的有效开展具有积极的引导和促进作用,但由于学习者自身二语水平的限制,有时会不可避免地向其同伴提供错误的支架,可能给组内其他成员造成负面影响,从而阻碍英语学习者最近发展区的发展;只有当学生能够正确地运用支架策略为他人提供恰当的帮助,并正确理解同伴的反馈时,同伴互动才能促进二语学习和最近发展区的拓展;(4)尽管极少数情况下,同伴支架对高水平英语学习者最近发展区的构建和发展也有一定的促进作用,但总体来说,同伴支架对低水平英语学习者的作用比对高水平英语学习者的作用要更加显著;(5)不同语言水平的英语学习者以及课堂小组互动不同的组合方式,其提供支架的情况(包括支架类型和数量)和特点都各不相同;研究表明英语学习者以"高水平-低水平"的组合方式进行小组互动及英语学习后,其提供支架的情况最佳、小组互动的进展最顺、学习效果最好,其次分别是"高水平-高水平"和"低水平-低水平"的组合方式。本文最后指出同伴支架的有效性取决于学习者是否恰当运用主要的支架功能,同伴互动的缺陷在于学习者受到现有二语知识水平和课堂管理能力的限制。因此,本文最后提倡教师应该在外语课堂上要注意监控各小组的互动情况,及时提供学习者所需的帮助,以便让学习者通过同伴支架完成由他人调节到自我调节的转变。
[Abstract]:The study on Viggo J Ki's social cultural theory, with 58 students in the second grade in a junior middle school in Beijing in two natural classes as the research object, research methods using a combination of qualitative and quantitative research, China junior middle school English classroom peer support group interaction, including its characteristics, types, functions and in two languages in English classroom collaborative effect of learners' language output and effect. The study found that: (1) in the middle school English classroom interaction exists in peer support; (2) the main role in improving the performance of peer support participation, provide the vocabulary, provide a point of view, correct expression, simplifying the task of maintaining the target, eight a control of frustration and optimize the expression way; (3) the overall effective peer scaffolding to the group interaction has a positive role in guiding and promoting, but because of the learners' two language level limit, Sometimes inevitably provided false support to its companion, may give the rest of the group members have a negative impact, the recent developments in the area so as to impede the development of English learners; only when students can correctly use scaffolding strategies to provide appropriate help for others, and correct understanding of peer feedback solution, peer interaction can promote the expansion of two language learning and development area recently; (4) although very few cases, peer scaffolding on the high level of English learners in recent development also have a certain role in promoting the construction and development of the region, but overall, peer support role compared to the low level of English learners of high level English learners to more significant; (5) the different level of English language and classroom group interaction of different combination, provide support conditions (including the type and number of stents) and features are not the same; research That English learners of English learning and group interaction "combination of high level and low level", which provides the best support, the progress of group interaction, learning the best, followed by the combination of high level and high level "and" low - level "in this paper. Finally depends on the effectiveness of peer support on whether learners support the proper use of the main function, defect peer interaction is the learners by two existing language knowledge and classroom management ability limit. Therefore, this paper finally advocate teachers should pay attention to the interaction in foreign language classroom monitoring teams, provide the learner needs help in a timely manner, so that learners through peer support by others to adjust to the change of self adjustment.

【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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