支架理论视域下初中英语阅读课堂教师提问的个案研究

发布时间：2024-03-28 06:17

　　教师话语是研究英语课堂的重要方面。近年来,从社会文化理论中的支架理论为基础,研究教师话语成为研究的热点。教师提问是教师话语的重要组成部分。在英语阅读课上,教师提问占据举足轻重的地位。在国外,学者们从支架理论出发,研究语言课堂上教师提问如何促进教与学;而在国内,很少有研究关注语言课堂上教师提问的支架功能和支架策略。因此,本研究立足社会文化理论,以支架理论为研究视角,探讨支架功能在阅读教学中的具体意义以及实现这些功能的具体支架策略。研究问题如下:1.在初中英语阅读课堂上,教师使用了哪几种提问类型?2.在初中英语阅读课堂上,教师提问的支架功能使用情况如何?3.在初中英语阅读课堂上,教师提问的支架功能通过哪几种支架策略得以实现?笔者首先根据课堂观察法的方法,对第十三届初中英语课堂教学观摩培训课例集的十七节阅读课进行课堂观察和录像,并将录像转为文本进行微观分析和编码。通过对定性和定量数据的分析,本研究得出以下结果:首先,三类教师提问在初中英语阅读课堂上发挥作用,分别是认知类,回应类和管理类。认知类有文本显性类,文本隐性类和超越文本类。回应类有核实理解类、要求澄清类或确认核查类。其中,文本隐性类使...

【文章页数】：256 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Teacher Questioning
        2.1.1 The Definition of Teacher Questioning
        2.1.2 Types of Teacher Questioning
    2.2 Review of Teacher Questioning
        2.2.1 Relevant Studies on Teacher Questioning in Language Class
        2.2.2 Relevant Studies on Teacher Questioning and Scaffolding
    2.3 Scaffolding Talk
        2.3.1 The Definition of Scaffolding Talk
        2.3.2 Functions of Scaffolding Talk
        2.3.3 Means of Scaffolding Talk
    2.4 Fundamental Concepts of Sociocultural Theory
        2.4.1 Scaffolding
        2.4.2 The Zone of Proximal Development
        2.4.3 Social Interaction
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Methods
        3.3.1 Case Study
        3.3.2 Classroom Observation
        3.3.3 Sociocultural Discourse Analysis
        3.3.4 Micro- genetic Method
    3.4 Instruments
    3.5 Data Collection Procedures
    3.6 Data Analysis
        3.6.1 Procedures of Data Analysis
        3.6.2 Analysis of the Discourse
Chapter Four Results and Discussion
    4.1 Types of Teacher Questioning
        4.1.1 Epistemic question
        4.1.2 Echoic question
        4.1.3 Managerial question
    4.2 Scaffolding Functions in Teacher Questioning in Reading
        4.2.1 Recruitment
        4.2.2 Simplifying the Task
        4.2.3 Direction Maintenance
        4.2.4 Making Critical Features
        4.2.5 Demonstration
        4.2.6 Frustration Control
        4.2.7 Feedback
        4.2.8 Facilitating Thinking
    4.3 Means to Achieve Scaffolding Functions in Teacher Questioning in Reading
        4.3.1 Modeling
        4.3.2 Repeating
        4.3.3 Reformulating
        4.3.4 Hinting
        4.3.5 Explaining
        4.3.6 Questioning
        4.3.7 Encouraging
        4.3.8 Telling
    4.4 Discussion
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications for EFL Teaching
    5.3 Limitations and Suggestions for Future Research
References
AppendixⅠ
AppendixⅡ
AppendixⅢ
Acknowledgements
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