A Comparative Study Of Expert And Novice Teachers’ Scaffolding Discourse In High School English Exercises Class Interaction

Educator Makarenko pointed out that even if the teaching method is the same,there may be huge differences due to the difference of the teacher’s language.Therefore,as an integral part of teachers’ discourse,teachers’ scaffolding discourse has an important impact on the development of students.Based on scaffolding teaching theory,interaction theory,input and output hypothesis,this paper conducts a comparative study on the scaffolding discourse of the expert teacher and the novice teacher.in the interaction of high school English exercises class,and answers the following two questions:1.What are the similarities and differences between the expert teacher and the novice teacher.in the use of scaffolding discourse in exercises class interaction?（number、type、purpose）2.What are the similarities and differences in the impact of the scaffolding discourse of the expert teacher and the novice teacher on students in exercises class interaction??The author selected ten classes of two English teachers（one expert teacher and one novice teacher）from a senior middle school in Tongliao City for classroom recordings and observations,which has been transcribed into written texts.Then the author extracted and analyzed the scaffolding discourse from it.At the same time,interviews were conducted with two teachers and five students in each classes to understand the reasons why the two teachers used scaffolding and their impact on students.By playing back the audio recording,transcribing the text,observing in the classroom,and combining the interviews with teachers and students,the data and information results were sorted and analyzed.The following findings were obtained through comprehensive judgment:1.There are similarities and differences in the use of scaffolding discourse between expert teachers and novice teachers.（1）There are similarities and differences in the amount of scaffold discourse used by expert teachers and novice teachers.The total amount of classroom discourse of expert teachers is small,but the amount of scaffolding discourse is high;while the total amount of classroom discourse of novice teachers is high,but the amount of scaffolding discourse is low.（2）There are similarities and differences in the types of scaffold discourse used by expert teachers and novice teachers.Both expert teachers and novice teachers use a variety of scaffolding discourse types to varying degrees.However,expert teachers tend to use questioning and prompting scaffolding discourses,while novice teachers tend to demonstrate and explain scaffolding discourses.（3）There are similarities and differences between expert teachers and novice teachers in the use of scaffold discourse.The scaffolding discourses of the two teachers reflected both cognitive and affective purposes,but the expert teachers were relatively balanced in the realization of scaffolding purposes.The novice teachers are not balanced.2.Differences in the impact of bracket discourse between expert teachers and novice teachersThe scaffold discourse of two teachers has a positive effect on promoting students’ development,but the scaffold discourse of novice teachers also has a negative effect.Among them,the specific impact is also different.Based on the research conclusions,the author put forward the following relative suggestions.First of all,aiming at the professional development of teachers,the novice teachers should be in line with the expert teachers to accelerate their professionalization.Then the teacher education should pay attention to the training of the use of scaffolding discourse.Secondly,aiming at the English teaching,the teachers’ scaffolding words should be built in the student’s proximal development zone for.At the same time,they should pay attention to the feedback language in the scaffolding words,pay attention to the emotional changes of students,make timely adjustments,and finally remove the scaffolding in time.