《英语课堂话语分析与支架式教学》(作者李丹丽)运用社会文化理论视角，以话语分析为主体的定性分析方法和定量分析方法相结合，探索中国高校(内地和香港)的大学生在英语课堂师生互动过程中的交际话语如何服务于目标语学习。

LIST OF TABLES AND FIGURES

ABBREVIATIONS

FOREWORD

CHAPTER 1 INTRODUCTION

1.1 Background

1.1.1 Theoretical Background

1.1.2 English Language Learning in the Chinese Context

1.2 A Brief Review of Literature

1.3 Purpose of Research

1.4 Outline of the Book

CHAPTER 2 SOCIOCULTURAL PERSPECTIVES ON SECOND LANGUAGE LEARNING

2.1 Fundamental Concepts of Sociocultural Theory

2.1.1 The Importance of Social Interaction

2.1.2 The Zone of Proximal Development( ZPD)

2.1.2.1 The Definition of ZPD

2.1.2.2 The Role of ZPD

2.1.3 Scaffolding

2.1.3.1 The Definition of Scaffolding

2.1.3.2 The Role of Scaffolding

2.1.3.3 Features of Scaffolding

2.2 Research on Scaffolding, ZPD and Second Language Learning

2.2.I Research on Scaffolding in Expert-novice and Peer-peer Interaction

2.2.1.1 Research on Scaffolding in Expert-novice Interaction

2.2.1.2 Research on Scaffolding in Peer-peer Interaction

2.2.2 Research on the Zone of Proximal Development( ZPD)

2.2.2.1 Research on ZPD in Expert-novice Interaction

2.2.2.2 Research on ZPD in Peer-peer Interaction

2.3 Research Gap

2.4 Research Questions

CHAPTER 3 RESEARCH METHODS AND DESIGN

3.1 Design

3.I.I Grouping

3.1.2 Pre-task Interview

3.1.3 Pre-test and Post-test

3.2 Participants' Profiles

3.2.I Students' Profiles

3.2.2 Teachers' Profiles

3.3 Pedagogic Task

3.3.1 Focus of the Grammatical Form

3.3.2 The Task

3.4 Data Collection Procedures

3.5 Data Analysis

3.5.1 Procedures of Data Analysis

3.5.2 Analysis of the Discourse

3.5.2.1 Identifying Scaffolding Episodes

3.5.2.2 Coding and Quantifying Scaffolding Types in Episodes

3.5.2.3 Consistency

3.5.3 Transcription Conventions

3.5.4 Operational Definitions of Coding Categories

CHAPTER 4, MICROGENETIC ANALYSIS OF THE CLASSROOM DISCOURSE

4.1 Scaffolding in Clarifying the Meaning of Key Words, Sentence, or Paragraph

4.1.I Scaffolding in Student-student Interaction

4.1.1.1 Clarifying Meaning at Word Level

4.1.1.2 Clarifying Meaning at Sentence Level

4.1.1.3 Clarifying Meaning at Paragraph Level

4.1.2 Scaffolding in Teacher-student Interaction

4.1.2.1 Clarifying Meaning at Word Level

4.1.2.2 Clarifying Meaning at Sentence Level

4.1.2.3 Clarifying Meaning at Paragraph Level

4.I.3 Scaffolding in Teacher-student + student-student Interaction

4.1.3.1 Clarifying Meaning at Word Level

4.1.3.2 Clarifying Meaning at Sentence Level

4.1.3.3 Clarifying Meaning at Paragraph Level

4.2 Scaffolding in Noticing the Form

4.2.1 Scaffolding in Student-student Interaction

4.2.2 Scaffolding in Teacher-student Interaction

4.2.3 Scaffolding in Teacher-student + student-student Interaction

4.2.3.1 Teacher Acting as a Facilitator or Encourager

4.2.3.2 Teacher Acting as a Guide or Supervisor

CHAPTER 5 QUANTITATIVE RESULTS

5.1 Quantitative Analysis of Scaffolding Episodes

5.I.1 Quantifying Scaffolding Episodes

5.1.2 Quantifying Scaffolding Functions

5.1.2.1 Distribution of Each Scaffolding Function in Total Episodes

5.1.2.2 Occurrence of Each Scaffolding Function in Each Setting

5.2 Statistical Analysis of Results from Pre-test and Post-test

5.3 Report on the Students' Revised Writings

5.3.1 Exemplification of Correct and Incorrect Target Forms in Students Writings

S.3.2 Comparison of the Number of Correct Target Forms in Three Settings

5.4 Summary of Students' English Learning Experience from Interview

CHAPTER 6 DISCUSSION

6.1 The Role of Scaffolding When Focusing on Form

6.2 The Impact of Scaffolding on Learning the Target Form in the Three Classroom Settings

6.2.1 Teacher-student + student-student Interaction

6.2.1.1 The Most Effective Setting

6.2.1.2 The Most Conducive Pathway to Learn Grammatical Forms

6.2.1.3 High Quality of Scaffolding Functions

6.2.2 Teacher-student Interaction

6.2.2.1 The Second Effective Setting

6.2.2.2 An Alternative Pathway to Learn Grammatical Forms

6.2.2.3 Lower Quality of Scaffolding Functions

6.2.3 Student-student Interaction

6.2.3.1 The Least Effective Setting

6.2.3.2 An Alternative Pathway to Learn Grammatical Forms

6.2.3.3 Lowest Quality of Scaffolding Functions

6.3 Implications of the Study

6.3.1 Implications for Sociocultural Theory

6.3.2 Pedagogical Implications for Classroom Language Learning

CHAPTER 7 CONCLUSION

7.1 Summary of the Findings

7.2 Significance of the Study

7.3 Limitations of the Study

7.4 Recommendations for Future Research

Appendix Ⅰ

Appendix Ⅱ

Appendix Ⅲ

Appendix Ⅳ

Appendix Ⅴ

Appendix Ⅵ

Appendix Ⅶ

Appendix Ⅷ

Bibliography