初中英语观摩课中教师“支架”性话语研究

发布时间：2024-07-07 18:58

　　在语言教学领域,源于维果斯基的社会文化理论已被广泛应用于教师话语研究。尤其是近些年来,研究者从社会文化视角出发,开展了大量的实证研究,来探索教师支架性话语对学习者语言产出的影响。这些研究主要以社会文化领域中“最近发展区”和“支架”概念为理论框架,发现教师支架性话语广泛存在于师生课堂语言交际中,不但为学习者提供语言学习所需要的可理解性输入,还帮助学习者超越现有的语言认知水平,实现从他人调节阶段向自我调节阶段的过渡。鉴于此,本研究从社会文化理论视角出发,用定量分析法和微观发生分析法相结合的方法,探讨了初中英语观摩课中教师支架性话语的使用现状。本研究有两个目的,其一是试图发现初中英语观摩课中,教师支架性话语的特征及分类;其二是试图分析教师运用支架性话语激活学习者最近发展区的微观过程。本研究的话语分析语料来源于中国教育学会外语教学专业委员会于2014年10月25日主办的第十届全国初中英语教学观摩课录像视频。研究者根据研究目的选择相关片段进行转写并做微观分析,发现教师在英语课堂中主要通过六种“支架”式话语对学习者情感和认知的发展产生影响。具体表现为,教师通过“支架”的兴趣引入功能、目标维持功能以...

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
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



本文编号：4003632