作业帮英语翻译4.1.4 Scaffolding (in turns 19,41,43)Language scaffoldin
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英语翻译
4.1.4 Scaffolding (in turns 19,41,43)
Language scaffolding can be provided to learners when they ' do not konw a particular word or phrase or do not possess the appropriate communicative strategies ' (Walsh,2002:13) In this extract teacher provide language scaffolding to learners in turns 21 and 41,and he offered the needed language when students were not definitely sure about the phrase and word for "mental health" and "anemia"; then he enhanced learners' understanding for the unfamiliar linguistics in turn 43.In previous turn (15),a student asked a question by saying "in your opinion" without knowing the knowledge of how to use communicative strategy to ask opinions,then in turn 43 teacher added that the way of asking people's opinion on something should be "what do you think".In spite of the scaffolding gives extra knowledge,yet it is too often and verbose.To some extend,the scaffolding in this practice overlaps teacher echo which extremely reduce learner involvement.
4.1.4 Scaffolding (in turns 19,41,43)
Language scaffolding can be provided to learners when they ' do not konw a particular word or phrase or do not possess the appropriate communicative strategies ' (Walsh,2002:13) In this extract teacher provide language scaffolding to learners in turns 21 and 41,and he offered the needed language when students were not definitely sure about the phrase and word for "mental health" and "anemia"; then he enhanced learners' understanding for the unfamiliar linguistics in turn 43.In previous turn (15),a student asked a question by saying "in your opinion" without knowing the knowledge of how to use communicative strategy to ask opinions,then in turn 43 teacher added that the way of asking people's opinion on something should be "what do you think".In spite of the scaffolding gives extra knowledge,yet it is too often and verbose.To some extend,the scaffolding in this practice overlaps teacher echo which extremely reduce learner involvement.
4.1.4脚手架（轮流19,41,43）
语言棚架可以提供给学习者时,'不知道某个单词或短语或不具有相应的交际策略'（沃尔什,2002：13）在提取教师提供语言学习者脚手架在21岁和41他提供了所需的语言时,学生们不明确的提法和“精神健康的问题肯定”和“贫血”,然后他又增强了对43个不熟悉的语言学习者的认识.在以前的转（15）,一学生问说：“你认为不知道如何使用交际策略,提出意见,然后依次43个教师知识”的问题补充说,要求人们对事情的意见的做法是“你怎么想.”在脚手架尽管给予额外的知识,但它也常常和详细.在某种程度上,这种做法的脚手架回声重叠教师学习的极端现象减少参与.
语言棚架可以提供给学习者时,'不知道某个单词或短语或不具有相应的交际策略'（沃尔什,2002：13）在提取教师提供语言学习者脚手架在21岁和41他提供了所需的语言时,学生们不明确的提法和“精神健康的问题肯定”和“贫血”,然后他又增强了对43个不熟悉的语言学习者的认识.在以前的转（15）,一学生问说：“你认为不知道如何使用交际策略,提出意见,然后依次43个教师知识”的问题补充说,要求人们对事情的意见的做法是“你怎么想.”在脚手架尽管给予额外的知识,但它也常常和详细.在某种程度上,这种做法的脚手架回声重叠教师学习的极端现象减少参与.
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