A Study On Peer Scaffolding In Group Interaction In Junior English Classes

Under the influence of the test-oriented education for a long time,the teacher-centered grammar translation teaching method dominates the traditional Chinese middle school English classroom,which is mainly based on mechanical input.It not only ignores the effective interaction between teachers and students and between students and students,but also ignores the interaction of the educator,the learner,the task and the environment.Since the 1980 s,classroom interaction has always been a hot topic in language research.Group interaction is regarded as a typical form of classroom interaction,and the peer scaffolding in group interaction plays an important role in the learners’ second language learning.This research is based on the social and cultural theory proposed by Vygotsky,and combines qualitative and quantitative research.A total of 112 students from two natural classes in the second grade of a junior high school in Jiu Quan City were selected as the research subjects.They are also two classes taught by the writer.Through the natural classroom recordings,questionnaires and after-class interviews,the writer analyzed the peer scaffolding of group interaction in junior high school English classroom in China.This study mainly studies the following three questions:(1)What are the types of peer scaffolding used in group interaction in junior English class?(2)What are the factors that influence peer scaffolding in group interaction in junior English class?(3)What do junior students think of peer scaffolding in group interaction?The results show that the classification of peer scaffolding is mainly manifested in two general aspects.From the perspective of language form,peer scaffolding can be divided into providing words and expressions,correcting wrong usages and optimizing expressions;from the perspective of language function,peer scaffolding can be classified into increasing participation,providing opinions,simplifying tasks,providing emotional support,task maintenance and optimizing expressions.Moreover,the scaffolding provided by learners in the interactive process are affected by many factors,including students’ learning motivation and interest,personality,language level,and problem awareness;teachers’ teaching attitude,personality,interactive management methods;task complexity,task difficulty,task type and topic selection and classroom atmosphere,cooperative relationship between group members.Finally,the result shows peer scaffolding is widespread and diverse in group interaction in junior high school English classrooms,and students have a high degree of recognition and acceptance of peer scaffolding.This study attempts to provide a more comprehensive and profound understanding of peer support in Chinese junior middle school English classrooms through qualitative and quantitative research methods.In addition,it can enrich junior middle school students’ English learning methods on class,pay sufficient attention to the role of peer support in class interaction,and explore its value and significance in junior middle school English classes.