社会文化视域下的外语课堂教师支架话语研究

Investigation of Teachers’ Scaffolding in EFL Classrooms from a Sociocultural Perspective

教师支架喻指教师为帮助学生达到更高的语言认知水平而提供的暂时性帮助。本文以社会互动理论为背景,探讨中小学英语课堂中教师如何在师生互动过程中构建支架话语,以帮助学生跨越最近发展区,到达更高的语言认知水平。研究基于3节课共计120分钟课堂互动的语料分析,发现教师使用的支架话语重点体现出“标注显著特征”以及“示范理想的解决方案”两个作用,同时凸显着支架话语的应变性、协商性以及隐蔽性的特征。

Scaffolding refers to the contemporary help offered by teachers in order to assist students to achieve a higher level of language cognition.From a sociocultural perspective,the author investigates how teachers in EFL classrooms construct scaffolding in teacher-student interaction so as to help students to cross ZPD(Zone of Proximal Development)and reach a higher language level.Three EFL lessons are selected as samples and are carefully analyzed.There are two major findings:(1)the teacher scaffolding as regard to classroom discourse has two prominent features:marking critical features and demonstration;(2)such teacher scaffolding is flexible,negotiable and hidden.