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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2023-03-28编辑:vicky点击率:506
论文字数:45622论文编号:org202303222214264471语种:英语 English地区:中国价格:$ 44
关键词:初中英语教学论文范文
摘要:本文是一篇初中英语教学论文,本研究在脚手架理论和多模态理论等理论的支持下,探讨了初中教师脚手架式口语和共语手势的使用。
4.1 The Holistic Results of Teachers’Co-Speech Gestures and Scaffolding Talk..............30
4.1.1 The Frequency of Co-Speech Gestures and Scaffolding Talk..............30
4.1.2 The Success Rate of Scaffolding Conversations...................................31
CHAPTER FIVE CONCLUSION..............................................................64
5.1 Major Findings..........................64
5.2 Implications for English Teachers in Junior High School..............................66
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 The Holistic Results of Teachers’Co-Speech Gestures and Scaffolding Talk
After watching 32 teaching videos and collecting the data by ELAN,theregained some results:the frequency of co-speech gestures and scaffolding talk in allscaffolding conversations;the success rate of scaffolding conversations,includingtotal scaffolding conversations,the scaffolding conversations when teachers only usescaffolding talk as well as when teachers simultaneously use scaffolding talk andco-speech gestures;the distribution of scaffolding means in five circumstance.
4.1.1 The Frequency of Co-Speech Gestures and Scaffolding Talk
According to the data collected in ELAN,there are nine kinds of scaffolding talkand four kinds of co-speech gestures the teachers use.This result answers the firstresearch question:In the scaffolding conversations in teaching,what co-speechgestures and scaffolding talk are used by teachers in class?The following table showsthe specific data.
CHAPTER FIVE CONCLUSION
5.1 Major Findings
In line with the research questions,this research gains the findings from thefollowing four parts:the teachers’use of scaffolding means and co-speech gestures;the specific scaffolding means and co-speech gestures contribute to the success ofscaffolding conversations;the reasons for the failure of scaffolding conversations;thesynergistic effects of scaffolding talk and co-speech gestures.
First,in terms of the teachers’use of scaffolding means and co-speech gestures,there are three parts including the frequency of scaffolding talk and co-speechgestures,the success rate of scaffolding conversations,as well as the distribution ofscaffolding means.For the part one,there are nine kinds of scaffolding talk and fivekinds of co-speech gestures the teachers use in total.The questioning and deicticgesture are used the most in their respective category.For the part two,there are 186scaffolding conversations in total,including 138 successful scaffolding conversationsand 48 failed scaffolding conversations,in which the success rate is 74%.Furthermore,the success rate of scaffolding conversations achieved only byscaffolding talk is lower than that of scaffolding conversations achieved by both,inwhich the former one is 66%while the latter is 88%.For the part three,when studentsare unable to answer and give an incorrect answer,the scaffolding means of hinting isused the most;when students give an incomplete answer,questioning ranks the first;when students give a vague answer,reformulating is used more than any otherscaffolding means;when students have 本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。