Scaffolding in Teacher-Student Interaction: A Case Study in Two Oral English Classes in China
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Li Hong
Abstract
This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.
本文围绕我国大学英语口语课堂教师和学生的互动话语，从社会文化的角度考查两个大学英语口语课堂支架式的师生互动话语的分布特点，以及这些特点与教师角色之间的关系。研究采用课堂录像和教师访谈的方法来采集数据，并对数据进行了分析。研究分析表明两个口语课堂的师生互动话语的分布特点以差异为主，教师在互动过程的角色与这些差异有部分的联系。文章指出教师通过调整自己的话语来帮助学生理解并参与课堂交际是一个复杂的过程。
© 2011 Foreign Language Teaching and Research Press Co. Ltd., Walter de Gruyter GmbH & Co. KG, Berlin/Boston and Cultural and Education Section British Embassy
Articles in the same Issue
- Message from the Guest Editor
- Developing Chinese Undergraduate English-Majors' Research Article Writing Competence
- A Study of the Effects of the Content-Based Instruction for English Majors in the Chinese Context
- A New Model in English Language Teaching in China: The Case of Shantou University
- Promoting Student Participation in Seminar Courses: A Case Study
- The Concept of “Object” in Activity Theory and Its Application in Classroom Research: A Case Study of a Phonetics Course
- Scaffolding in Teacher-Student Interaction: A Case Study in Two Oral English Classes in China
- Classroom Research in a Chinese Context: A Review
- The Relative Significance of Vocabulary Breadth and Syntactic Knowledge in the Prediction of Reading Comprehension Test Performance
- Chinese Abstracts
Articles in the same Issue
- Message from the Guest Editor
- Developing Chinese Undergraduate English-Majors' Research Article Writing Competence
- A Study of the Effects of the Content-Based Instruction for English Majors in the Chinese Context
- A New Model in English Language Teaching in China: The Case of Shantou University
- Promoting Student Participation in Seminar Courses: A Case Study
- The Concept of “Object” in Activity Theory and Its Application in Classroom Research: A Case Study of a Phonetics Course
- Scaffolding in Teacher-Student Interaction: A Case Study in Two Oral English Classes in China
- Classroom Research in a Chinese Context: A Review
- The Relative Significance of Vocabulary Breadth and Syntactic Knowledge in the Prediction of Reading Comprehension Test Performance
- Chinese Abstracts
