Chapter 1 Introduction
1.1 Research background
21stcentury has witnessed the the rapid development of global economy and thefrequent international contact, with English becoming a more and more important tool formultiple communications all around the world. It plays such an significant role in modernscientific and technological advances that much attention has been focused on how toimprove the English ability and skills. “Second language learning/acquisition is one of thegreatest concerns for anyone who is eager to study the way a person wants to learn/acquireanother language for his own personal purpose, either for his (higher) education, jobopportunity, immigration or any other purpose that he might have in mind” ( Mehrdad &Majid, 2017: 1237). Due to the lack of appropriate linguistic atmosphere, it is actually aburdensome task for students in China to keep in touch with “real” English in the “real”context. Classroom discourse and teacher’s talk are frequently been recognized as themain sources of student’s input, and which are also regarded as the targets of manyresearches in recent years.According to Ellis (1994: 565), the classroom discourse has afforded us threeperspectives to continue the on-going researches.The first perspective is founded on comparative method studies. Studies of thisperspective are “product”-based, which seeking to compare the results of different secondlanguage teaching methods. They depend almost entirely on the measurement of languagelearning and do not examine the instructional and learning process which happened inclassroom.
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1.2 Purpose and significance of the research
According to the research based on the combination of scaffolding theory andclassroom discourse analysis, we can find out what kinds of discourse structure, teacher’squestions and teacher’s feedbacks will appear in classroom, what the scaffolding functionsof these items are and how these items act as successful scaffolder. Then some newsuggestions will be offered to guide students and teachers’ act in the classroom, forexample, as for the teachers, they need to provide some kind of temporary supporting to assist learners to develop new understandings, new concepts, and new abilities. As thelearner takes charge of them, teachers need to withdraw the support. What they can do onthe next step is to provide further support for extended tasks, understanding and concepts.
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Chapter 2 Literature Review
2.1 Previous studies on scaffolding theory
Scaffolding is recognized as a metaphorical concept which utilized to depict the tailored andtemporary supports offered by the more professional members of one area to the learners in anysocial setting. And in the academic field, scaffolding often refers to the visible or audibleassistance that help learners to develop new understandings, new concepts, and new abilities. Asthe learners take charge of these abilities, teachers need to withdraw the support, and then whatthey can do is to provide further support for extended tasks or challenges. The very basic featureof scaffolding is to establish a positive atmosphere in classroom where students can improvetheir own learning abilities and skills. Wood, Bruner and Ross (1976: 89) are recognized as the first to apply the term“scaf，英语毕业论文，英语论文范文
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