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本文在社会文化理论框架内,利用语料库语言学的方法,研究了新加坡小学华文课堂中,教师提问与师生互动的结构特点及其对学生课堂话语参与和华文学习的影响。研究发现,新加坡小学华文课堂上的教师提问话语及师生互动对学生学习的促动作用有限;教师所提问题的类型特点、教师提问话语的情境和师生互动的结构特征均对第二语言学习有影响。
In the framework of socio-cultural theory, this paper uses the method of corpus linguistics to study the structural characteristics of teacher-student interaction and teacher-student interaction in the Chinese classroom of Singapore elementary school and its impact on students’ classroom discourse participation and Chinese learning. The research found that teachers ’questioning and teachers-students interaction in the Chinese class at Singapore elementary school limited the motivation of students’ learning. The types of questions raised by teachers, the situation of teacher’s questioning and the structural features of teacher- Learning has an impact.