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英语课堂话语分析与“支架”式教学PDF|Epub|txt|kindle电子书版本网盘下载
- 李丹丽著 著
- 出版社： 武汉：武汉大学出版社
- ISBN：9787307097292
- 出版时间：2012
- 标注页数：307页
- 文件大小：1MB
- 文件页数：322页
- 主题词：英语－课堂教学－教学研究－高等学校
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图书目录
CHAPTER 1 INTRODUCTION1
1.1 Background1
1.1.1 Theoretical Background1
1.1.2 English Language Learning in the Chinese Context2
1.2 A Brief Review of Literature3
1.3 Purpose of Research4
1.4 Outline of the Book4
CHAPTER 2 SOCIOCULTURAL PERSPECTIVES ON SECOND LANGUAGE LEARNING6
2.1 Fundamental Concepts of Sociocultural Theory6
2.1.1 The Importance of Social Interaction6
2.1.2 The Zone of Proximal Development（ZPD）8
2.1.2.1 The Definition of ZPD8
2.1.2.2 The Role of ZPD9
2.1.3 Scaffolding9
2.1.3.1 The Definition of Scaffolding9
2.1.3.2 The Role of Scaffolding10
2.1.3.3 Features of Scaffolding11
2.2 Research on Scaffolding，ZPD and Second Language Learning14
2.2.1 Research on Scaffolding in Expert-novice and Peer-peer Interaction14
2.2.1.1 Research on Scaffolding in Expert-novice Interaction14
2.2.1.2 Research on Scaffolding in Peer-peer Interaction17
2.2.2 Research on the Zone of Proximal Development（ZPD）22
2.2.2.1 Research on ZPD in Expert-novice Interaction22
2.2.2.2 Research on ZPD in Peer-peer Interaction27
2.3 Research Gap28
2.4 Research Questions30
CHAPTER 3 RESEARCH METHODS AND DESIGN32
3.1 Design32
3.1.1 Grouping32
3.1.2 Pre-task Interview34
3.1.3 Pre-test and Post-test34
3.2 Participants'Profiles35
3.2.1 Students'Profiles35
3.2.2 Teachers'Profiles36
3.3 Pedagogic Task37
3.3.1 Focus of the Grammatical Form37
3.3.2 The Task38
3.4 Data Collection Procedures38
3.5 Data Analysis39
3.5.1 Procedures of Data Analysis39
3.5.2 Analysis of the Discourse40
3.5.2.1 Identifying Scaffolding Episodes41
3.5.2.2 Coding and Quantifying Scaffolding Types in Episodes42
3.5.2.3 Consistency43
3.5.3 Transcription Conventions43
3.5.4 Operational Definitions of Coding Categories44
CHAPTER 4 MICROGENETIC ANALYSIS OF THE CLASSROOM DISCOURSE47
4.1 Scaffolding in Clarifying the Meaning of Key Words，Sentence，or Paragraph47
4.1.1 Scaffolding in Student-student Interaction48
4.1.1.1 Clarifying Meaning at Word Level48
4.1.1.2 Clarifying Meaning at Sentence Level50
4.1.1.3 Clarifying Meaning at Paragraph Level51
4.1.2 Scaffolding in Teacher-student Interaction56
4.1.2.1 Clarifying Meaning at Word Level57
4.1.2.2 Clarifying Meaning at Sentence Level60
4.1.2.3 Clarifying Meaning at Paragraph Level63
4.1.3 Scaffolding in Teacher-student+student-student Interaction67
4.1.3.1 Clarifying Meaning at Word Level67
4.1.3.2 Clarifying Meaning at Sentence Level73
4.1.3.3 Clarifying Meaning at Paragraph Level76
4.2 Scaffolding in Noticing the Form80
4.2.1 Scaffolding in Student-student Interaction80
4.2.2 Scaffolding in Teacher-student Interaction86
4.2.3 Scaffolding in Teacher-student+student-student Interaction92
4.2.3.1 Teacher Acting as a Facilitator or Encourager92
4.2.3.2 Teacher Acting as a Guide or Supervisor104
CHAPTER 5 QUANTITATlVE RESULTS108
5.1 Quantitative Analysis of Scaffolding Episodes108
5.1.1 Quantifying Scaffolding Episodes108
5.1.2 Quantifying Scaffolding Functions109
5.1.2.1 Distribution of Each Scaffolding Function in Total Episodes109
5.1.2.2 Occurrence of Each Scaffolding Function in Each Setting110
5.2 Statistical Analysis of Results from Pre-test and Post-test114
5.3 Report on the Students'Revised Writings115
5.3.1 Exemplification of Correct and Incorrect Target Forms in Students'Writings115
5.3.2 Comparison of the Number of Correct Target Forms in Three Settings116
5.4 Summary of Students'English Learning Experience from Interview117
CHAPTER 6 DISCUSSION121
6.1 The Role of Scaffolding When Focusing on Form121
6.2 The Impact of Scaffolding on Learning the Target Form in the Three Classroom Settings122
6.2.1 Teacher-student+student-student Interaction123
6.2.1.1 The Most Effective Setting123
6.2.1.2 The Most Conducive Pathway to Learn Grammatical Forms132
6.2.1.3 High Quality of Scaffolding Functions133
6.2.2 Teacher-student Interaction142
6.2.2.1 The Second Effective Setting142
6.2.2.2 An Alternative Pathway to Learn Grammatical Forms145
6.2.2.3 Lower Quality of Scaffolding Functions146
6.2.3 Student-student Interaction151
6.2.3.1 The Least Effective Setting151
6.2.3.2 An Alternative Pathway to Learn Grammatical Forms155
6.2.3.3 Lowest Quality of Scaffolding Functions157
6.3 Implications of the Study162
6.3.1 Implicationsfor Sociocultural Theory162
6.3.2 Pedagogical Implications for Classroom Language Learning163
CHAPTER 7 CONCLUSION165
7.1 Summary of the Findings165
7.2 Significance of the Study167
7.3 Limitations of the Study170
7.4 Recommendations for Future Research172
Appendix Ⅰ174
Appendix Ⅱ175
Appendix Ⅲ177
Appendix Ⅳ179
Appendix Ⅴ181
Appendix Ⅵ184
Appendix Ⅶ185
Appendix Ⅷ189
Bibliography293