Scaffolding in Teacher-Student Interaction:A Case Study in Two Oral English Classes in China  

支架式的师生互动话语:基于两个中国英语口语课堂的个案研究(英文)

作　　者：李红[1] 杨为[2] 王光华[2] 陈晚霞[2] 

机构地区：[1]重庆大学语言认知及语言应用研究基地 [2]重庆大学外国语学院

出　　处：《Chinese Journal of Applied Linguistics》2011年第3期89-98,128,共11页中国应用语言学（英文）

摘　　要：This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.本文围绕我国大学英语口语课堂教师和学生的互动话语,从社会文化的角度考查两个大学英语口语课堂支架式的师生互动话语的分布特点,以及这些特点与教师角色之间的关系。研究采用课堂录像和教师访谈的方法来采集数据,并对数据进行了分析。研究分析表明两个口语课堂的师生互动话语的分布特点以差异为主,教师在互动过程的角色与这些差异有部分的联系。文章指出教师通过调整自己的话语来帮助学生理解并参与课堂交际是一个复杂的过程。

关 键 词：teacher-student interaction SCAFFOLD teacher＇s role oral English classes 

分 类 号：H319[语言文字—英语]