A Comparative Study On Scaffolding Discourse In Online One-to-One Teaching For Novice And Proficient Chinese Teachers

Teacher talk is not only an important tool for teachers to organize classes to complete teaching tasks,but also an important source of students’ language input.It plays an important role in the development of students’ language in second language teaching.Scaffolded teacher talk is a targeted temporary talk used by teachers to help students cross the recent development zone,which plays a certain role in promoting students’ language understanding and expression.This study combines the previous teacher scaffolding analysis framework,scaffolding teaching theory,second language teaching characteristics,and classroom examples to construct a scaffolding analysis framework for Chinese language teachers as a foreign language,which includes nine major scaffolding functions: "cognitive support","emotional support",and "language support".And based on the constructed analysis framework,the scaffolding discourse of four teachers was coded,and nine different types of scaffolding discourse of teachers were described and analyzed in detail in different contexts.The use of different types of scaffolding discourse by two novice teachers and two proficient teachers was statistically analyzed,as well as the reasons for their occurrence.The comparison results show that: 1.All four teachers have a certain level of scaffolding awareness during the class process,and there are similarities in the distribution of scaffolding discourse among the four teachers.Among the scaffolding discourse of the four teachers,cognitive activity support is the most,language support is the second,and emotional support is the least.Moreover,the quantity distribution of scaffolding discourse of different types in each scaffolding category is also emphasized.2.The number of scaffolding discourse between two experienced teachers is greater than that of two novice teachers.Compared to novice teachers,experienced teachers pay more attention to expanding and exerting students’ subjective initiative in the classroom.The same type of scaffolding discourse usage scenarios between experienced and novice teachers are different.3.The scaffolding discourse of teachers plays a certain role in promoting students’ language understanding and output,as well as driving the classroom atmosphere.Finally,this study provides corresponding suggestions for online Chinese language teachers based on the research results,and provides prospects for the application of scaffolding theory in second language teaching,hoping to further promote the progress of Chinese language teaching as a second language and the development of related research.