本文選題：社會文化理論　切入點：同伴支架　出處：《北京外國語大學》2017年碩士論文

【摘要】：本研究以維果斯基提出的社會文化理論為框架,以北京某中學初中二年級兩個自然班的58名學生為研究對象,運用定性和定量相結合的研究方法,探究中國初中英語課堂小組互動中的同伴支架,包括其類型、特點、功能和在二語課堂協作任務中對英語學習者語言輸出的影響及作用。研究發(fā)現:(1)在中學英語課堂互動中普遍存在著同伴支架;(2)同伴支架作用主要表現在提高參與度、提供詞匯、提供觀點、糾正錯誤表達、簡化任務、維持既定目標、控制挫敗感和優(yōu)化表達方式等八個方面;(3)總體上同伴支架對小組互動的有效開展具有積極的引導和促進作用,但由于學習者自身二語水平的限制,有時會不可避免地向其同伴提供錯誤的支架,可能給組內其他成員造成負面影響,從而阻礙英語學習者最近發(fā)展區(qū)的發(fā)展;只有當學生能夠正確地運用支架策略為他人提供恰當的幫助,并正確理解同伴的反饋時,同伴互動才能促進二語學習和最近發(fā)展區(qū)的拓展;(4)盡管極少數情況下,同伴支架對高水平英語學習者最近發(fā)展區(qū)的構建和發(fā)展也有一定的促進作用,但總體來說,同伴支架對低水平英語學習者的作用比對高水平英語學習者的作用要更加顯著;(5)不同語言水平的英語學習者以及課堂小組互動不同的組合方式,其提供支架的情況(包括支架類型和數量)和特點都各不相同;研究表明英語學習者以"高水平-低水平"的組合方式進行小組互動及英語學習后,其提供支架的情況最佳、小組互動的進展最順、學習效果最好,其次分別是"高水平-高水平"和"低水平-低水平"的組合方式。本文最后指出同伴支架的有效性取決于學習者是否恰當運用主要的支架功能,同伴互動的缺陷在于學習者受到現有二語知識水平和課堂管理能力的限制。因此,本文最后提倡教師應該在外語課堂上要注意監(jiān)控各小組的互動情況,及時提供學習者所需的幫助,以便讓學習者通過同伴支架完成由他人調節(jié)到自我調節(jié)的轉變。
[Abstract]:The study on Viggo J Ki's social cultural theory, with 58 students in the second grade in a junior middle school in Beijing in two natural classes as the research object, research methods using a combination of qualitative and quantitative research, China junior middle school English classroom peer support group interaction, including its characteristics, types, functions and in two languages in English classroom collaborative effect of learners' language output and effect. The study found that: (1) in the middle school English classroom interaction exists in peer support; (2) the main role in improving the performance of peer support participation, provide the vocabulary, provide a point of view, correct expression, simplifying the task of maintaining the target, eight a control of frustration and optimize the expression way; (3) the overall effective peer scaffolding to the group interaction has a positive role in guiding and promoting, but because of the learners' two language level limit, Sometimes inevitably provided false support to its companion, may give the rest of the group members have a negative impact, the recent developments in the area so as to impede the development of English learners; only when students can correctly use scaffolding strategies to provide appropriate help for others, and correct understanding of peer feedback solution, peer interaction can promote the expansion of two language learning and development area recently; (4) although very few cases, peer scaffolding on the high level of English learners in recent development also have a certain role in promoting the construction and development of the region, but overall, peer support role compared to the low level of English learners of high level English learners to more significant; (5) the different level of English language and classroom group interaction of different combination, provide support conditions (including the type and number of stents) and features are not the same; research That English learners of English learning and group interaction "combination of high level and low level", which provides the best support, the progress of group interaction, learning the best, followed by the combination of high level and high level "and" low - level "in this paper. Finally depends on the effectiveness of peer support on whether learners support the proper use of the main function, defect peer interaction is the learners by two existing language knowledge and classroom management ability limit. Therefore, this paper finally advocate teachers should pay attention to the interaction in foreign language classroom monitoring teams, provide the learner needs help in a timely manner, so that learners through peer support by others to adjust to the change of self adjustment.

【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1672842