Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom  

高校外语课堂师生协商意义时支架式学习中自主性研究（英文）

作　　者：李丹丽[1] 

机构地区：[1]武汉大学

出　　处：《Chinese Journal of Applied Linguistics》2017年第4期410-430,471,共22页中国应用语言学（英文）

基　　金：supported by Hubei Provincial Educational Science Planned Project(No.2014B004);the Fundamental Research Funds for the Central Universities(No.413000004);supported by the Special Funds for Reform of Education and Teaching for the Central Universities(No.413200010)

摘　　要：Based upon sociocultural theory, this study investigates the dynamics of the teacher＇s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher＇s retrospection from an interview illustrated the teacher＇s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other- regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher＇s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.本研究基于社会文化理论,探讨外语课堂教师搭建支架时的角色变化和学习者自主性的动态发展。通过跟踪考察25名大学生与其英语教师协商意义时的互动话语以及教师访谈话语,发现师生话语成为调节语言学习中构建意义协商的核心机制,教师运用支架作为系统教学工具在互动中扮演不同角色。研究揭示了当学习者从他人调控阶段向自我调控阶段发展时,教师利用课堂教学机会协商自主空间以推动学习者自主性的发展。本文还探究了教师如何有效控制支架的能力,对教师教育和学习者培训具有启示意义。

关 键 词：AUTONOMY SCAFFOLDING teacher-student interaction REGULATION negotiation of meaning 

分 类 号：H319.3[语言文字—英语]