声明
Abstract
摘要
Contents
List of Table
Chapter One Introduction
1．1 Background of the Study
1．2 Significance and Purpose of the Study
1．3 Organization of the Thesis
Chapter Two Literature Review
2．1 Definition of Key Terms
2．1．1 Definition of Teacher Questioning
2．1．2 Definition of Vygotsky’s Zone of Proximal Development
2．1．3 Definition of Scaffolding Instruction
2．2 Theoretical Basis
2．2．1 Sociocultural Theory
2．2．2 Social Constructivist Theory
2．3 Review of Teacher Questioning
2．3．1 Classification of Teacher Questioning
2．3．2 Functions of Teacher Questioning
2．3．3 Types of Questioning Modification Strategy
2．3．4 Empirical Studies on Teacher Questioning
2．4 Review of Scaffolding
2．4．1 Functions of Scaffolding
2．4．2 Features of Scaffolding
2．4．3 Empirical studies on Scaffolding Between Teachers and Students
Chapter Three Methodology
3．1 Research Questions
3．2 Research Context
3．2．1 Lesson Type
3．2．2 Teaching Material
3．3 Research Subjects
3．4 Research Instruments
3．4．1 Classroom Observation
3．4．2 Audio Recording
3．4．3 Interview with Teachers
3．5 Data Collection and Analysis
Chapter Four Results and Discussion
4．1 Types of Teacher Questioning and Its Effect on Students’ Language Learning
4．1．1 Types of Teacher Questioning
4．1．2 Effects of Display Questions and Referential Questions on Students’ Language Learning
4．2 Types of Questioning Modification Strategy
4．3 Scaffolding Features of Teacher Questioning
4．3．1 Types of Scaffolding Features
4．3．2 The Dominant-Role of Teachers
4．4 Questioning Modification Strategy and Its Scaffolding Assistance
4．4．1 To Make an Effective Interaction
4．4．2 To Help Students Construct the Language Knowledge
Chapter Five Conclusion
5．1 Major Findings
5．2 Pedagogical Implications
5．2．1 Implications for Instructional practice
5．2．2 Implications for Teachers’ Professional Development
5．3 Limitations and Suggestions for Future Research
Bibliography
Appendix Ⅰ
Acknowledgements
Publications
