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本文运用“支架”的理论框架,围绕一位中国教授对其留学生进行的两次“一对一”面授的论文指导,通过质化个案的方法探究教师指导策略的有效性。研究发现,“显性”策略比“隐性”策略的“支架”效果更明显,其中跨文化交际中师生对各自角色的不同理解、学习者理解能力的不足及二语学习者在双重语境中的身份混淆等是影响策略有效性的因素。因此本文提出,以“学习者为中心”的教学要摒弃形式上的束缚,从学习者的视角出发,根据学生的特点进行写作指导。
In this paper, using the theoretical framework of “Stent”, we focus on the two “one to one” face-to-face essay guides that a Chinese professor exerts on his international students and explore the effectiveness of his instructional strategies through qualitative case studies. The study found that “dominance ” strategy is more obvious than “stealth ” strategy “stent ” effect, in which cross-cultural communication between teachers and students on their different understanding of the role of learners to understand the lack of capacity and two Confusion of language learners in dual contexts is a factor that influences the effectiveness of the strategy. Therefore, this paper puts forward that the teaching based on "learner ’s center should abandon the formal bondage and carry on the writing guidance according to the characteristics of the students from the learner’ s perspective.