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本研究从社会文化理论的视角描述了在中国本土内容语言融合的外语教学环境下一名英语教师的教师支架的语言及非语言特征。本研究采用人工标注的方法,运用Elan分析软件,从口语和书面语、手势以及其他非语言行为方面对该教师在一堂90分钟课程中的教师支架进行多模态分析。结果发现:(1)教师使用类型丰富的支架促进学生学习,主要包括反馈、维持既定目标、提高参与度和提供情感支持。(2)教师支架在关注对象方面有显著的偏向性,对内容的关注明显多于显性的对语言的关注;此外,教师还利用大量的组织教学支架以达到更好的教学效果。(3)教师支架具有丰富的多模态特征,教师使用大量的非语言行为来辅助语言行为。本研究为研究外语课堂中的教师支架以及深化内容语言融合教学提供了一定参考。
Abstract：With the purpose of describing the verbal and nonverbal features of teacher scaffolding,in this article,the authors conducted a multimodal study from a sociocultural perspective,focusing on the scaffolding used by a teacher of English as a foreign language in an English CLI classroom.Videotaped data were transcribed manually and analyzed with Elan 5.5 to represent the speech,written signs,gestures,and other nonverbal behaviors that accompanied the teacher scaffolding that arose in a 90-minute class.Results suggest that a great amount of teacher scaffolding of various types were adopted,among which giving feedback,direction maintenance,increasing participation and providing emotional support were frequently used.Most of the teacher scaffolding activities were targeted towards the content instead of language learning;meanwhile,the teacher also used a lot of scaffolding activities to organize and monitor the class.The teacher scaffolding is multimodal in nature in that the teacher showed many non-linguistic behaviors to supplement or enhance the linguistic behaviors.The study offers some insights for teacher scaffolding in the EFL classroom environment and provides reference for further researches on CLI.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2021.01.019
中图分类号:H319
引用信息:
[1]孙鑫,王平平,洪雅妮.内容语言融合型课堂中教师支架多模态研究[J].中国外语,2021,18(01):63-71.DOI:10.13564/j.cnki.issn.1672-9382.2021.01.019.
基金信息:
辽宁省2020年度社科基金项目“内容语言融合教育理念下师生互动中教师话语研究”（编号：L20BYY017）; 辽宁省教育厅2020年度科学研究经费项目“内容语言融合教学中的教师信念研究”（编号：2020JYT06）的立项成果之一