中文摘要：本文的研究目的是通过观察和分析初中英语课堂中老师的反馈语，来总结教师反馈语的实际使用情况以及反馈语对学生学习产生的支架功能和作用，最后相应地提供关于如何恰当合理实用反馈语的建议。通过对八个老师不同的英语课堂的观察与记录，再对其反馈语进行分类和统计，并分析反馈语的不同支架功能，最后得出以下结论：第一，反馈语分为积极反馈和消极反馈，并且积极反馈与消极反馈的使用比例大概是7.7：2.3。这表明了积极反馈是英语课堂反馈的主要形式。第二，教师反馈语的支架功能大致分为三种，包括语言支架功能，认知支架功能以及情感认知功能。

关键词：教师反馈；支架功能；中学英语课堂

Contents

Abstract

中文摘要

1.-Introduction-1

1.1-Background of the Study-1

1.2-Purpose of the Study-1

1.3-Significance of the Study-2

2.-Literature Review-3

2.1-Teachers’ feedbacks-3

2.1.1-The definition of teachers’ feedbacks-3

2.1.2-The classification of teachers’ feedbacks-3

2.2-Scaffolding-4

2.2.1-The Definition of Scaffolding-4

2.3-Studies on the Scaffolding Functions of Teachers’ Feedbacks Abroad and at Home-5

2.3.1-Studies on the Scaffolding Functions of Teachers’ Feedbacks Abroad-5

2.3.2-Studies on the Scaffolding Functions of Teachers’ Feedbacks at Home-5

3.-Methodology-7

3.1-Research Subjects-7

3.2-Research Questions-7

3.3-Research Methods and Instruments-7

4.-Results and Discussion-9

4.1-The Situation of Teachers’ Feedbacks-9

4.2-Types of Positive Feedbacks-12

4.2.1-Simple praise-12

4.2.2-Praise with repetition-12

4.2.3-Praise with elaboration-13

4.2.4-Praise with comment-13

4.2.5-Praise with more questions-14

4.2.6-Comfort and encouragement-14

4.2.7-Thanks-15

4.3-Types of Corrective Feedbacks-15

4.3.1-Explicit correction-15

4.3.2-Recast-16

4.3.3-Clarification request-16

4.3.4-Metalinguistic feedbacks-17

4.3.5-Elicitation-17

4.3.6-Repetition-17

4.4-Scaffolding Functions of Teachers’ Feedbacks-18

4.4.1-Linguistic Scaffolding Function-18

4.4.2-Cognitive Scaffolding Function-19

4.4.3-Affective Scaffolding Function-20

4.4.4-The Relationship Between Feedbacks and Scaffolding Functions-21

5.-Conclusion-22

5.1-Major Findings-22

5.1.1-Teachers’ classroom feedbacks-22

5.1.2-The scaffolding functions of teachers’ feedbacks-23

5.2-Pedagogical Implications and Suggestions-23

5.2.1-The Premise of Feedbacks-23

5.2.2-The Diversity and Individuation of Teachers’ Feedbacks-23

5.2.3-The Importance of Self-correction-24

5.2.4-The Importance of Teachers’ Scaffolding-24

5.2.5-The importance of Teachers’ Self-reflection-24

5.3-Limitations and Further Studies-24

References-26