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題名 | Scaffolding in the ESL Classroom: Teacher Questions, Recasts and Repetitions=鷹架概念在英語教學課堂中之運用:教師之提問、重述及複誦 |
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作者 | 柯美雲; Ko, Mei-yun; |
期刊 | 國立虎尾技術學院學報 |
出版日期 | 20030300 |
卷期 | 6 2003.03[民92.03] |
頁次 | 頁181-192 |
分類號 | 805.1 |
語文 | eng |
關鍵詞 | 鷹架概念; 最佳發展區; 師生互動; 文法; Scaffolding; The zone of proximal development; Teacher-student interaction; Grammar; |
中文摘要 | 近來英語教學研究指出,師生互動在外語發展上具有重要地位。有鑑於此,本研究藉由教室觀察,探索英語文法課課堂上教師與學生之間的互動。研究重點在了解教師如何與全班學生互動,以及互動如何在正式教學情境下達成。本研究採取維果咨基的社會文化理論中發展出來的鷹架概念作為分析依據。研究結果顯示,教師之提問、重述及複誦能反映鷹架概念中六項特定功能。本研究有助於教師進一步了解,當學習者進展到『最佳發展區』時,教師如何經由對話提供學習者有效的協助。 |
英文摘要 | Current research on ESL classrooms has recognized the important role interaction plays in second language development. Therefore this study attempts to analyze the teacher-student interaction in a grammar classroom through classroom observation, which is to understand how the teacher interacts with the entire class and how interaction is to be accomplished in the formal instructional setting. In the study, I anchored my analysis within the framework of scaffolding, which derives from Vygotsky's socio-cultural theory. The analysis reveals that the teacher's questions, recasts, and repetitions reflect the six specific functions of scaffolding. This study helps language teachers with a better understanding of how the teacher, through interaction, provides learners effective assistance when learners progress in "the zone of proximal development." |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。