大學(xué)英語閱讀課上小組互動中的同伴支架研究
發(fā)布時(shí)間：2019-05-23 02:03
【摘要】：20世紀(jì)90年代以來,維果斯基的心智發(fā)展學(xué)說演變而來的社會文化理論在第二語言習(xí)得和教學(xué)研究領(lǐng)域的影響力日益增強(qiáng)�！澳_手架”一詞是從該理論中的中介學(xué)習(xí)理論和最近發(fā)展區(qū)理論發(fā)展而來的一種隱喻概念,已經(jīng)被廣泛應(yīng)用于教學(xué)活動中。“支架”這一術(shù)語比喻暫時(shí)的輔助性話語,通過互動,新手(如初學(xué)者)在專家(如老師或父母)或其他同伴的幫助下,發(fā)展新的技能、觀念或者更高水平的理解能力(Maybin,MercerStierer,1992)。對“支架”作用的研究已經(jīng)成為研究第二語言學(xué)習(xí)和發(fā)展的重點(diǎn)。根據(jù)研究對象的不同,可以把“支架”分為教師支架和同伴支架。然而,現(xiàn)有的對“支架”作用的研究主要集中在教師支架上,很少有研究會從社會建構(gòu)主義理論中的同伴支架或者合作支架的角度去探討“支架’的類型及作用。研究發(fā)現(xiàn),大部分的中國英語學(xué)習(xí)者在課堂上與學(xué)生的交流和互動都要比與他們的教師的交流和互動頻繁。當(dāng)他們在學(xué)習(xí)中遇到困難或問題時(shí),他們更喜歡尋求同伴的幫助。合作伙伴之間的對話模式可能比老師的獨(dú)白式對話模式更加有助于他們問題的解決。因此,為了研究同伴之間是如何提供支架并且同伴支架是如何促進(jìn)學(xué)生的英語學(xué)習(xí)水平這一問題,本研究在前人的研究基礎(chǔ)上采用課堂觀察,錄音及訪談法研究同伴支架在大學(xué)英語閱讀課堂上的作用。本研究的語料來源于江西省某高校商務(wù)英語英語專業(yè)兩個(gè)大學(xué)一年級班級(1班38人,2班37人)共75名學(xué)生的大學(xué)英語泛讀課。作者觀察了共12周的英語泛讀課(每個(gè)班6周,每周1組,共12組)并做了相應(yīng)的記錄和錄音。錄音時(shí)間為每節(jié)課的90分鐘。研究者根據(jù)自己的研究問題和研究目的選擇相應(yīng)的錄音材料并對錄音數(shù)據(jù)進(jìn)行話語轉(zhuǎn)寫。為了分析本次研究的數(shù)據(jù),研究者既借鑒了前人對同伴支架的類型和作用的分類,又尊重了語料原貌、刻畫了語料的細(xì)節(jié)。學(xué)生訪談法作為輔助研究工具。本研究采用定性與定量相結(jié)合的方法解決下列三個(gè)研究問題:1)大學(xué)英語閱讀課小組互動中的同伴支架類型有哪些?2)不同類型的同伴支架在大學(xué)英語閱讀課堂小組互動中的作用是什么?3)不同水平之間的同伴互相提供支架的情況如何?本研究結(jié)果表明:第一,課堂觀察和數(shù)據(jù)統(tǒng)計(jì)的結(jié)果顯示,大學(xué)英語閱讀課堂小組互動中同伴一共存在十種同伴支架行為,分別是引起興趣,示范,贊揚(yáng)和鼓勵(lì),有意性支架和適時(shí)回應(yīng)性支架,以及情感參與,意義突出,簡化任務(wù)以及變化和任務(wù)管理。第二,不同類型的同伴支架在大學(xué)英語閱讀課堂小組互動中的作用主要是反饋,糾正錯(cuò)誤表達(dá),維持既定目標(biāo),提供詞匯,控制挫敗感,還有提高參與度,提供觀點(diǎn)的作用,同伴支架還可以指出理想解決方案與當(dāng)前產(chǎn)出之間的相關(guān)特點(diǎn)及差距。第三,不同水平之間的學(xué)生提供的支架作用也不盡相同。本研究有關(guān)小組互動中的同伴支架特點(diǎn)對外語教學(xué)及二語習(xí)得方面的研究都會有一定的參考意義:同伴支架在大學(xué)英語課堂小組互動中普遍存在并且對小組互動的有效開展具有積極作用,因此教師應(yīng)該在外語課堂上積極開展優(yōu)化同伴支架的有效方法。
[Abstract]:Since the 1990s, the influence of the theory of the social culture, which has evolved from the theory of mental development, has become more and more powerful in the field of second language acquisition and research. The term ""Scaffold"" is a kind of metaphor concept developed from the theory of intermediate learning in the theory and the recent development of the theory of development, and has been widely used in teaching activities. The term ""the support"" is a metaphor for a temporary auxiliary discourse, through which new skills, concepts, or higher levels of understanding (Maybin, MercerSerer,1992) are developed with the help of experts, such as a teacher or a parent, or other peer. The study of "support" has become the focus of the study of second language learning and development. According to the different research objects, the "the support" can be divided into a teacher support and a peer support. However, the existing research on the "support" is mainly focused on the teacher's support, and it is very rare to study the type and function of the "bracket" from the angle of the peer support or the cooperative support in the theory of social constructivism. The study found that most of the Chinese English learners have more and more interaction with their students in the classroom than their teachers. When they encounter difficulties or problems in learning, they prefer to seek help from their peers. The mode of dialogue between partners may be more conducive to the solution of their problems than the teacher's monologue mode of dialogue. Therefore, in order to study how to provide the support and how the peer support can promote the students' English learning level, this study uses the classroom observation, recording and interview method to study the role of the peer support in the college English reading class. The corpus of this study is derived from a total of 75 students in the first-year class (38 in class 1 and 37 in class 2) of the English major in a university in Jiangxi province. The author observed a total of 12 weeks of English Extensive Reading (6 weeks per class,1 group per week,12 groups) and made corresponding records and recordings. The recording time is 90 minutes per class. The investigator selected the corresponding recording material according to his own research questions and the purpose of the study and rewrote the recorded data. In order to analyze the data of this study, the researchers used both the former's classification of the type and function of the peer support, and also respect the original appearance of the corpus and describe the details of the corpus. The student's interview method is used as an auxiliary research tool. This study uses a combination of qualitative and quantitative methods to solve the following three research questions:1) What are the types of peer support in the interaction of the College English Reading Group? 2) What is the role of different types of peer support in the interaction of the college English reading class group? 3) How does the partner between different levels provide support to each other? The results of this study show that the results of the first, the classroom observation and the data statistics show that there are ten peer support behaviors in the interaction of the college English reading class group, which are of interest, demonstration, praise and encouragement, the intentional support and the timely response support. And emotional participation, meaning highlighting, simplification of tasks, and change and task management. Second, the role of different types of peer support in the interaction of the college English reading class group is the feedback, the error expression, the maintenance of the target, the provision of vocabulary, the control of the frustration, and the role of increasing the participation, providing the point of view, The peer support can also indicate the relevant characteristics and gaps between the ideal solution and the current output. Third, the role of the support provided by the students between different levels is also different. The study of peer support in the interaction of the group is of reference to the study of the foreign language teaching and the second language acquisition. The peer support is ubiquitous in the interaction of the college English class group and has a positive effect on the effective development of the group interaction. Therefore, the teacher should actively optimize the effective method of the peer support in the foreign language class.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3
本文編號：2483497
[Abstract]:Since the 1990s, the influence of the theory of the social culture, which has evolved from the theory of mental development, has become more and more powerful in the field of second language acquisition and research. The term ""Scaffold"" is a kind of metaphor concept developed from the theory of intermediate learning in the theory and the recent development of the theory of development, and has been widely used in teaching activities. The term ""the support"" is a metaphor for a temporary auxiliary discourse, through which new skills, concepts, or higher levels of understanding (Maybin, MercerSerer,1992) are developed with the help of experts, such as a teacher or a parent, or other peer. The study of "support" has become the focus of the study of second language learning and development. According to the different research objects, the "the support" can be divided into a teacher support and a peer support. However, the existing research on the "support" is mainly focused on the teacher's support, and it is very rare to study the type and function of the "bracket" from the angle of the peer support or the cooperative support in the theory of social constructivism. The study found that most of the Chinese English learners have more and more interaction with their students in the classroom than their teachers. When they encounter difficulties or problems in learning, they prefer to seek help from their peers. The mode of dialogue between partners may be more conducive to the solution of their problems than the teacher's monologue mode of dialogue. Therefore, in order to study how to provide the support and how the peer support can promote the students' English learning level, this study uses the classroom observation, recording and interview method to study the role of the peer support in the college English reading class. The corpus of this study is derived from a total of 75 students in the first-year class (38 in class 1 and 37 in class 2) of the English major in a university in Jiangxi province. The author observed a total of 12 weeks of English Extensive Reading (6 weeks per class,1 group per week,12 groups) and made corresponding records and recordings. The recording time is 90 minutes per class. The investigator selected the corresponding recording material according to his own research questions and the purpose of the study and rewrote the recorded data. In order to analyze the data of this study, the researchers used both the former's classification of the type and function of the peer support, and also respect the original appearance of the corpus and describe the details of the corpus. The student's interview method is used as an auxiliary research tool. This study uses a combination of qualitative and quantitative methods to solve the following three research questions:1) What are the types of peer support in the interaction of the College English Reading Group? 2) What is the role of different types of peer support in the interaction of the college English reading class group? 3) How does the partner between different levels provide support to each other? The results of this study show that the results of the first, the classroom observation and the data statistics show that there are ten peer support behaviors in the interaction of the college English reading class group, which are of interest, demonstration, praise and encouragement, the intentional support and the timely response support. And emotional participation, meaning highlighting, simplification of tasks, and change and task management. Second, the role of different types of peer support in the interaction of the college English reading class group is the feedback, the error expression, the maintenance of the target, the provision of vocabulary, the control of the frustration, and the role of increasing the participation, providing the point of view, The peer support can also indicate the relevant characteristics and gaps between the ideal solution and the current output. Third, the role of the support provided by the students between different levels is also different. The study of peer support in the interaction of the group is of reference to the study of the foreign language teaching and the second language acquisition. The peer support is ubiquitous in the interaction of the college English class group and has a positive effect on the effective development of the group interaction. Therefore, the teacher should actively optimize the effective method of the peer support in the foreign language class.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3
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