支架式教学应用于初中生英语口语交际能力的培养研究

论文摘要

世界交往的日益频繁及各行各业的全球化迫切需要全方位英语人才,因此如何培养我国初中生的英语口语交际能力也引起了大量的关注。本文以建构主义和最近发展区理论(ZPD)为基础,利用二语习得三大相关理论,可理解输入假设,可理解输出假设和互动理论,致力于研究“支架”在初中英语课堂中的应用从而培养学生的英语口语交际能力。在“支架”和“支架教学”相关研究的文献综述的基础上,针对目前我国初中英语教学存在的问题,作者对来自15所中学的15名英语老师做了面对面的访谈并对150名初二同学进行了问卷调查来了解目前我国初中英语教学状况。然后选取了其中一名老师,让她在所执教的一个初二班级实行为期一个月实验教学:在实验教学中主要是有意识地运用各种有效支架来组织教学活动。所有数据根据实验步骤通过教师访谈,学生的问卷调查,课堂观察和对该班级进行实验前后测的问卷测试中认真收集,并对有关数据进行相应的SPSS处理,例如:对前后测的数据进行了配对样本T检验分析。研究结果显示支架教学既可作为一种教学思想来指导教学活动的开展,同时也可作为有效的教学策略,能在初中英语课堂中有意识地运用。支架教学的实验效果有力地证明了在由各类支架所搭建的英语课堂氛围中,学生对英语口语的兴趣和对自己口语交流的自信会大大提高,从而有利于他们口语交际能力的培养。然而,尽管教学方式方法得当,英语口语交际能力的提高不是短时间就有很大成效的。因此本文主要探讨在课堂中提供哪些有效支架的可能性以及这些支架在课内外对学生英语口语互动交流的影响。

论文目录

• 摘要
• Abstract
• Introduction
• Chapter 1 Literature Review
• 1.1 Scaffolding
• 1.1.1 The Definition of Scaffolding
• 1.1.2 Types of Scaffolding
• 1.1.2.1 Soft Scaffolding
• 1.1.2.2 Hard Scaffolding
• 1.1.3 The Nature of Scaffolding:Transitory and Dynamic
• 1.1.4 The Characteristics and Functions of Scaffolding
• 1.2 The Related Researches and Studies about Scaffolding Instruction
• 1.2.1 Effective Touring and Scaffolding in Touring Setting
• 1.2.2 Effective Instruction and Scaffolding in Classroom
• 1.2.3 Scaffolding in EFL Classroom
• 1.3 Theoretic Foundations
• 1.3.1 Constructivism and ZPD Theory
• 1.3.2 Comprehensible Input Hypothesis and Output Hypothesis
• 1.3.3 Interaction Hypothesis
• 1.3.4 Communicative Competence
• 1.3.5 Framework of the Thesis
• Chapter 2 Research Design
• 2.1 Research Purpose
• 2.2 Research Hypothesis and Questions
• 2.3 Research Techniques and Procedure
• 2.4 Research Samples
• 2.4.1 Sample Selection
• 2.4.2 Participants
• 2.4.3 Instructional Materials
• 2.5 Data Collection and Analysis
• Chapter 3 Research Results
• 3.1 Results of the Survey
• 3.1.1 Teacher Interviews
• 3.1.2 Student Questionnaires
• 3.2 Results of Qualitative Data Collected in the Experimental Study
• 3.2.1 Classroom Observation
• 3.2.1.1 Pre-study Classroom Observation
• 3.2.1.2 Classroom Observation during Experimental Lessons
• 3.2.2 Student Group Notes
• 3.2.3 The Teacher's Interview at the End of the Experiment
• 3.3 Results of Pretest and Posttest
• Chapter 4 Discussions
• 4.1 Scaffolding Required by Students
• 4.2 Scaffolding Barely Provided by the Teacher in Traditional Junior- Middle -School EFL Classroom
• 4.3 Various Effective Scaffolding in EFL Classroom for LEP Students
• 4.3.1 Goals as Hard Scaffolding
• 4.3.1.1 Teacher's Goal
• 4.3.1.2 Students' Goal
• 4.3.1.3 Contents' Goal
• 4.3.1.4 Tasks' Goal
• 4.3.2 Teacher Talk as both Soft Scaffolding and Hard Scaffolding
• 4.3.2.1 Teacher Speech Modification
• 4.3.2.2 Teacher Requests and Questions
• 4.3.2.3 Teacher Feedback
• 4.3.3 Scaffolding in Forms of Concrete Materials
• 4.3.3.1 Cards and Charts
• 4.3.3.2 Examples and Symbolic Props
• 4.3.4 Peer Scaffolding and Self-scaffolding in Action
• 4.3.4.1 Practicing Model Dialogue
• 4.3.4.2 Role-playing in "Real-world" Conversation
• 4.3.4.3 Task Achieving or Problem Solving
• 4.3.4.4 Presentation before Class or Group
• 4.4 The Impacts of Scaffolding on Oral Interaction in an EFL Classroom
• 4.4.1 More Varieties of Comprehensible Input Provided with Scaffolding
• 4.4.2 More Oral Interactions Produced through Eliciting Output with Scaffolding
• 4.4.3 Acquiring Linguistic Knowledge through Frequent Oral Interaction Practice with Scaffolding
• 4.4.4 Students' Interest and Confidence in Spoken Language Enhanced
• Conclusion
• Bibliography
• Appendix
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Appendix Ⅴ
• Acknowledgements
• 攻读硕士学位期间主要的研究成果目录