1. 毕业设计（论文）的内容和要求
As we have known that there are a lot of researches have been done in western countries where English is their mother language. As a result, their findings may not be applicable to China. Besides, most of China’s researches of discourse are about overview of the development of classroom discourse, without taking learners’ characteristics into consideration. Therefore, this thesis aims to explore the characteristics of classroom discourse in China （mainly about middle school), and examine the applicability of the researches in foreign countries.The research questions are shown as follows:(1)How candidates of the research feel about IRF structure?(2)What kind of teacher’s questions can be found in middle school English classroom and how the scaffolding functions act in teacher’s questions?(3)What kind of feedback can be found in middle school English classroom and how the scaffolding functions act in teacher’s feedback?
2. 实验内容和要求
This thesis conducts a detailed analisis of classroom discourse in middle school from the view of scaffolding. It adopts the most frequently used classroom discourse structure- IRF structure, namely initiation, response, feedback structure to analyze a complete classroom discourse cycle. Three aspects will be discussed about: candidate''s response, teacher''s questions and teacher''s feedback. Candidate''s response is to exam the adaptability of IRF structure in class teaching. As for the last two items, the frequency of different questions and feedback will be calculated and scaffolding functions will be attributed to them to dig out the characteristics of classroom discourse in middle school.During the research period, both quantitative and qualitative methods will be adopted. These research methods will prove intensive data collection.
At the end of this thesis, this thesis aims to give a detailed report of the achievement of this research and offer some suggestions about the existing classroom discourse in middle school.
3. 参考文献
【1】Bhela, B. “Native Language Interference in Learning a Second language: Exploratory Case Studies of Native Language Interference with Target Language Usage.” International Education Journal (1999): 23-31.【2】Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processeses. MA: Harvard University Press, 1978.【3】Brown. H. D. Principle of Language Learning and Teaching. New York: Teaching and Research Press, 2007.【4】Vygotsky, L. S. Thought and Language. London: Longman, 1988.【5】吕婷婷 王玉超：《基于数字化资源平台的大学英语课堂教师话语分析》.2013.【6】赵妮莎：《基于“支架”视角的英语专业课堂中教师提问的探讨》.外国语文（双月刊），2012.【7】李华：《从话语分析理论的发展看国内教师话语的研究》.Foreign Language World，2007.【8】张晓凤：《我国教师话语研究的发展历程与展望》.教学与管理，2016.【9】李晶：《从英语课堂教师提问入手培养学生思维品质》.中国教育学刊，2019【10】张玉成：《教师发问技巧》.台湾：心里出版社，1984.【11】屈杜明：《大学英语课堂提问主体转换的实验研究》.外语教学，2006.
【12】戴健：《话语分析新动态- 新书综述》.外语研究，2006.
【13】胡学文：《教师话语的特征和功能》.山东外语教学，2003.
4. 毕业设计（论文）计划
1. Sep.16th — Sep.22nd , 2022 Subject selecting topic narrowing2. Sep.23rd — Nov.20th , 2022 Data gathering3. Nov.21st — Jan.1st , 2022 Opening report detailed outline4. Jan.11th — Feb.8th, 2022 Literature review5. Feb.9th — Mar.14th, 2022 First draft6. Mar.15th — Apr.10th, 2022 Second draft7. Apr.11th — Apr.20th, 2022 Final version8. Apr.27th — May 14th, 2022 Printing9. May 17th — May 25th, 2022 Thesis debate
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