高中英语教学支架建构中学习者和教师角色的研究-课程与教学论专业论文.docxVIP

HYPERLINK \l _TOC_250018 4.3.3 Discourse analysis 21 HYPERLINK \l _TOC_250017 Experimental procedures 21 HYPERLINK \l _TOC_250016 Data collection and analysis 22 HYPERLINK \l _TOC_250015 Chapter 5 Results and Discussion 24 HYPERLINK \l _TOC_250014 Results 24 HYPERLINK \l _TOC_250013 The results of the test 24 HYPERLINK \l _TOC_250012 The results of the interview 25 HYPERLINK \l _TOC_250011 The results of the discourse analysis 27 HYPERLINK \l _TOC_250010 Discussion 46 HYPERLINK \l _TOC_250009 Chapter 6 Conclusion 48 HYPERLINK \l _TOC_250008 Major findings 48 HYPERLINK \l _TOC_250007 Implications 48 HYPERLINK \l _TOC_250006 Limitations of the present study and suggestions for future research 51 HYPERLINK \l _TOC_250005 References 52 HYPERLINK \l _TOC_250004 AppendixⅠ 53 HYPERLINK \l _TOC_250003 Appendix Ⅱ 54 HYPERLINK \l _TOC_250002 Appendix Ⅲ 55 HYPERLINK \l _TOC_250001 Appendix Ⅳ 56 HYPERLINK \l _TOC_250000 Acknowledgements 57 ii ii Abstract Scaffolding was defined as “a process that enables a child or a novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts”. Scaffolding has drawn great attention among linguists. Apart from its great theoretical value in linguistic study, scaffolding is highly valued in many disciplines. Most teaching is still organized along traditional lines. Especially in China, a lot of English classrooms are still teacher-centered. The learners passively accept what the teacher tells instead of thinking actively or exploring the new knowledge and the teachers are the instructors of the language. Researchers and practitioners typically focus on the actions of the more knowledgeable other，such as, adults, more experienced peers, computers and other kinds of teaching materials in scaffolding whereas this study aims at the critical role learner plays in successful scaffolding and how teacher and learner construct successful scaffolding. The participants in the test were 45 s