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摘要：According to the research based on the combination of scaffolding theory andclassroom discourse analysis, we can find out what kinds of discourse structure, teacher’squestions and teacher’s feedbacks will appear in classroom, what the scaffolding functionsof these items are and how these items act as successful scaffolder.

folding” into the academic field. It is described as a “process that enables a learner to solvea problem, carry out a task, or achieve a goal that would be beyond his unassisted efforts”.Scaffolding is often mentioned at school by teachers as an available metaphor for the facilitationof the language learning and it appeals to the imagination (Mercer & Littleton, 2007). What’smore, scaffolding is recognized as an important tool of improving learning skills.
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2.2 Previous studies on classroom discourse analysis
Classroom discourse analysis, which refers to the systematically analysis of the classroominteractions, is based on discourse analysis and which also plays a very important part indiscourse analysis. Discourse analysis has experienced its full development since 1980s , and ithas been applied to many other areas since it coined. A number of studies have benefited a lotfrom the relative theories of discourse analysis. “Discourse analysis” first appeared in Harris’s paper “Discourse Analysis” which publishedin the famous journal “Language” in 1952. It “concerns with the study of the relationshipbetween language and the contexts in which it is used” (McCarthy, 1994: 5). Its developmentinvolves many sciences of language such as linguistics, sociology, psychology, semiotics,ethnomethodology and so on. And the social factors which affected thediscourse analysis are first introduced in this field. In his “Language in Culture and Society”which published in 1964, Dell Hymes put most of his works on the researches of “speakingform”. “Until 1960, the main concern of discourse analysts interested in investigating theinaugural address was the power and role of the president holding office” (Reza & Azadeh, 2012:1291). A number of famous scholars such as Austin (1962) and Searle (1969) also interested inthis aspect of language analysis and made some contributions to the development of discourseanalysis.
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Chapter 3 Theoretical Framework and Research Design ........ 16
3.1 Theoretical framework ......... 16
3.1.1 Scaffolding theory ......... 16
3.1.2 Classroom discourse analysis .... 18
3.2 Research questions ......... 22
3.3 Subjects ........ 22
3.4 Research methods..... 23
3.5 Data collection.... 23
3.6 Data transcription ..... 24
Chapter 4 Data Analysis and Discussion...... 25
4.1 Analysis of classroom discourse structures on the basis ..... 25
4.2 Analysis of teacher’s questions on the basis of scaffolding theory........ 51
4.3 Analysis of teacher’s feedbacks on the basis of scaffolding theory....... 55
4.4 Advantages and disadvantages of the current classrooms... 59
Chapter 5 Conclusion....... 64
5.1 Major findings of the research.... 64
5.2 Implications of the research........ 65
5.3 Limitations of the thesis ....... 66

Chapter 4 Data Analysis and Discussion

4.4.1 Analysis of classroom discourse structures on the basis of scaffolding theory
The statistical results of classroom discourse structures and the scaffolding functionswill be presented separately in the following sections. Via the corresponding statisticaltables and figures, the distributions and frequency of these items can be shown clearly.Moreover, the basic rules and characteristics will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。