發(fā)布時間：2024-03-28 06:17

　　教師話語是研究英語課堂的重要方面。近年來,從社會文化理論中的支架理論為基礎(chǔ),研究教師話語成為研究的熱點。教師提問是教師話語的重要組成部分。在英語閱讀課上,教師提問占據(jù)舉足輕重的地位。在國外,學(xué)者們從支架理論出發(fā),研究語言課堂上教師提問如何促進教與學(xué);而在國內(nèi),很少有研究關(guān)注語言課堂上教師提問的支架功能和支架策略。因此,本研究立足社會文化理論,以支架理論為研究視角,探討支架功能在閱讀教學(xué)中的具體意義以及實現(xiàn)這些功能的具體支架策略。研究問題如下:1.在初中英語閱讀課堂上,教師使用了哪幾種提問類型?2.在初中英語閱讀課堂上,教師提問的支架功能使用情況如何?3.在初中英語閱讀課堂上,教師提問的支架功能通過哪幾種支架策略得以實現(xiàn)?筆者首先根據(jù)課堂觀察法的方法,對第十三屆初中英語課堂教學(xué)觀摩培訓(xùn)課例集的十七節(jié)閱讀課進行課堂觀察和錄像,并將錄像轉(zhuǎn)為文本進行微觀分析和編碼。通過對定性和定量數(shù)據(jù)的分析,本研究得出以下結(jié)果:首先,三類教師提問在初中英語閱讀課堂上發(fā)揮作用,分別是認(rèn)知類,回應(yīng)類和管理類。認(rèn)知類有文本顯性類,文本隱性類和超越文本類。回應(yīng)類有核實理解類、要求澄清類或確認(rèn)核查類。其中,文本隱性類使...

【文章頁數(shù)】：256 頁

【學(xué)位級別】：碩士

【文章目錄】：
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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