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The influences of two ESL teachers' instructional scaffolding on students' communicative interaction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The influences of two ESL teachers' instructional scaffolding on students' communicative interaction./
作者:	Kim, Eun-Jeong.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2003,
面頁冊數:	255 p.
附註:	Source: Dissertations Abstracts International, Volume: 65-07, Section: A.
Contained By:	Dissertations Abstracts International65-07A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3102379
ISBN:	9780496499496

The influences of two ESL teachers' instructional scaffolding on students' communicative interaction.
Kim, Eun-Jeong.

The influences of two ESL teachers' instructional scaffolding on students' communicative interaction. - Ann Arbor : ProQuest Dissertations & Theses, 2003 - 255 p.

Source: Dissertations Abstracts International, Volume: 65-07, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2003.

This item must not be sold to any third party vendors.

Instructional scaffolding is strategic support the teacher (or a more knowledgeable peer) provides to his or her students. The purpose of this case study was to describe instructional scaffolding behaviors of two ESL teachers in an ESL institute. The study was grounded in sociocultural theory, which posits learning is social. The data collection methods were composed of classroom observation, field-notes, interviews and artifacts. Data was collected for one semester. The findings illustrated that one teacher (Mike) employed more dialogic discourse than the other (Judy) did. The findings further demonstrated that the teachers' discursive practices were closely associated with their teaching practices in the areas of instruction (delivering information or giving directions), modeling, feedback, task-structuring and evaluation. The teachers' instructional practices were particularly contrasting in instruction and task-structuring. In giving instruction(s), Mike was usually collaborative, promoting active learner participation in classroom activities. Judy tended to be IRE (initiation-response-evaluation)- and lecture-oriented, and thereby had little interaction with her students during class. There were times that Judy engaged in collaborative instruction, but they were intermittent. In task structuring, Mike provided students with various meaningful activities. In contrast, Judy mostly engaged students in repetitive and unchallenging tasks. The study of the focal students in both classes also indicated that Mike's students learned more communication and learning strategies than Judy's did. Overall, the findings indicated that Mike provided more scaffolded assistance to his students through strategic use of discourse and instructional decision-making than Judy did. Yet, it should not be overlooked that, behind the differences in these teachers' discursive and instructional practices, there were some factors that could have come into play: teaching experience, teacher beliefs, and the contextual and curricular situations that the teachers were in. For instance, Mike had many years of teaching experience and he taught this course for a number of semesters. In contrast, Judy was a relatively inexperienced teacher who taught this course for the first time. It is hoped that the detailed description of the teachers' discursive and scaffolding practices will serve as an instructional guide for many ESL teachers-especially novice and inexperienced ones.

ISBN: 9780496499496Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Communicative interaction

The influences of two ESL teachers' instructional scaffolding on students' communicative interaction.
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520 $a Instructional scaffolding is strategic support the teacher (or a more knowledgeable peer) provides to his or her students. The purpose of this case study was to describe instructional scaffolding behaviors of two ESL teachers in an ESL institute. The study was grounded in sociocultural theory, which posits learning is social. The data collection methods were composed of classroom observation, field-notes, interviews and artifacts. Data was collected for one semester. The findings illustrated that one teacher (Mike) employed more dialogic discourse than the other (Judy) did. The findings further demonstrated that the teachers' discursive practices were closely associated with their teaching practices in the areas of instruction (delivering information or giving directions), modeling, feedback, task-structuring and evaluation. The teachers' instructional practices were particularly contrasting in instruction and task-structuring. In giving instruction(s), Mike was usually collaborative, promoting active learner participation in classroom activities. Judy tended to be IRE (initiation-response-evaluation)- and lecture-oriented, and thereby had little interaction with her students during class. There were times that Judy engaged in collaborative instruction, but they were intermittent. In task structuring, Mike provided students with various meaningful activities. In contrast, Judy mostly engaged students in repetitive and unchallenging tasks. The study of the focal students in both classes also indicated that Mike's students learned more communication and learning strategies than Judy's did. Overall, the findings indicated that Mike provided more scaffolded assistance to his students through strategic use of discourse and instructional decision-making than Judy did. Yet, it should not be overlooked that, behind the differences in these teachers' discursive and instructional practices, there were some factors that could have come into play: teaching experience, teacher beliefs, and the contextual and curricular situations that the teachers were in. For instance, Mike had many years of teaching experience and he taught this course for a number of semesters. In contrast, Judy was a relatively inexperienced teacher who taught this course for the first time. It is hoped that the detailed description of the teachers' discursive and scaffolding practices will serve as an instructional guide for many ESL teachers-especially novice and inexperienced ones.
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