支架视角下初中英语课堂教师追问对学生语言输出的作用研究
The Effects of Teachers’ Questioning on Students’ Language Output in Middle School English Class from the Perspective of Scaffolding

本文基于支架视角，采用课堂观察法和会话分析法，对八节初中英语课堂中教师追问的使用情况及对学生语言输出的作用进行分析。研究发现：1) 在初中英语课上，不同教师使用支架类追问存在显著差异，常用类型为标记关键位置、提高学生参与度、简化任务、要求学生提供线索；2) 支架类追问能增加学生口语输出，要求学生提供线索更能引发学生的简单句、复杂句输出，标记关键位置更能引发学生的词汇、词组输出。本文提出两点建议：教师应增强支架意识，灵活运用追问；调整追问策略，促进语言输出。
Based on the perspective of scaffolding, the author uses the classroom observation method and conversation analysis method to analyze the use of teachers’ questioning and its effects on students’ language output in 8 middle school English classes. The findings are as follows: 1) Significant differences exist in the use of scaffolding questioning by different teachers in middle school English classes and the commonly used types are marking critical features, inviting participation, reduction in degree of freedom, and inviting students to contribute clues; 2) Scaffolding questioning can increase students’ oral output. Inviting students to contribute clues can trigger students’ output of simple sentence and complex sentence, and marking critical features can trigger students’ output of vocabulary and phrase. This paper offers two suggestions: Enhance the awareness of scaffolding and flexibly use questioning; adjust the questioning strategy to promote language output.