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Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom 被引量:6
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作者 李丹丽 《Chinese Journal of Applied Linguistics》 SCIE 2017年第4期410-430,471,共22页
Based upon sociocultural theory, this study investigates the dynamics of the teacher's roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The parti... Based upon sociocultural theory, this study investigates the dynamics of the teacher's roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher's retrospection from an interview illustrated the teacher's different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other- regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher's capacity of controlling scaffolding effectively and generated implications for teacher development and learner training. 展开更多
关键词 AUTONOMY SCAFFOLDING teacher-student interaction REGULATION negotiation of meaning
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An Empirical Study on Interaction in EFL Classrooms in Middle Schools in Western Areas of China
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作者 WEI Jing JIANG Yu-hong 《Sino-US English Teaching》 2013年第9期665-675,共11页
Interaction in EFL (English as a foreign language) classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this g... Interaction in EFL (English as a foreign language) classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this gap, the current research investigates interaction in EFL classrooms in middle schools in China in terms of: (1) the amount of teacher talk and interaction; (2) the type of teacher questions and teacher feedbacks; and (3) the amount and forms of meaning negotiation. The data set include observation records and observation reports of 140 naturally occurring lessons in middle schools in China. The findings reveal that there is not much interaction in EFL lessons in middle schools in western areas of China, which is shown by class time dominated by TTT (teacher talking time), teacher questions and feedbacks that do not encourage students' responses and very little negotiation of meaning Possible causes are analyzed, and implications of this research for EFL teaching in China, teacher development and further research are also discussed 展开更多
关键词 teacher-student(s) interaction student(s)-student(s) interaction teacher questions teacher feedback negotiation of meaning
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