| Abstract | 第3-4页 |
| 摘要 | 第5-10页 |
| Chapter One Introduction | 第10-16页 |
| 1.1 Background of the Study | 第10-13页 |
| 1.1.1 The Importance of English Reading | 第10页 |
| 1.1.2 Obstacles in Chinese College English Reading Class | 第10-12页 |
| 1.1.3 A profile of Peer Scaffolding | 第12-13页 |
| 1.2 Significance and Purpose of the Study | 第13-15页 |
| 1.2.1 Significance of the Study | 第13-14页 |
| 1.2.2 Purpose of the Study | 第14-15页 |
| 1.3 Framework of the Thesis | 第15-16页 |
| Chapter Two Literature Review | 第16-29页 |
| 2.1 Definition of Key Terms | 第16-18页 |
| 2.1.1 Definition of Zone of Proximal Development | 第16-17页 |
| 2.1.2 Definition of Scaffolding | 第17-18页 |
| 2.1.3 Definition of Group Interaction | 第18页 |
| 2.2 Theoretical Basis | 第18-20页 |
| 2.2.1 Sociocultural Theory | 第18-19页 |
| 2.2.2 Constructivist Theory | 第19-20页 |
| 2.3 Review of Previous Research onPeer Scaffolding | 第20-26页 |
| 2.3.1 Previous Research on Peer Scaffolding Abroad | 第21-25页 |
| 2.3.2 Previous Research on Peer Scaffolding at Home | 第25-26页 |
| 2.4 Previous Review of Group Interaction | 第26-29页 |
| 2.4.1 Previous Review of Group Interaction Abroad | 第26-27页 |
| 2.4.2 Previous Review of Group Interaction at Home | 第27-29页 |
| Chapter Three Methodology | 第29-36页 |
| 3.1 Research Questions | 第29页 |
| 3.2 Research Context | 第29-30页 |
| 3.2.1 The Study Settings | 第29页 |
| 3.2.2 Lesson Type | 第29-30页 |
| 3.2.3 Teaching Material | 第30页 |
| 3.3 Research Subjects | 第30-31页 |
| 3.4 Research Instruments | 第31-33页 |
| 3.4.1Class Observation with Audio Recording | 第31-32页 |
| 3.4.2 Interview with Students | 第32-33页 |
| 3.5 Data Collection and Analysis | 第33-36页 |
| Chapter Four Results and Discussion | 第36-52页 |
| 4.1 Types of Peer Scaffolding Behavior and Its Effects on Students’ Language Learning | 第36-42页 |
| 4.1.1 Features and Examples of Recruitment | 第38-39页 |
| 4.1.2 Features and Examples of Demonstration | 第39-40页 |
| 4.1.3 Features and Examples of Praise/Encouragement | 第40页 |
| 4.1.4 Features and Examples of Intentionality | 第40-41页 |
| 4.1.5 Features and Examples of Contingent Responsivity | 第41页 |
| 4.1.6 Features of the Remaining Five Types of Peer Scaffolding | 第41-42页 |
| 4.2 Functions of Peer Scaffolding in Group Interaction | 第42-49页 |
| 4.2.1 Feedback | 第45-46页 |
| 4.2.2 Correcting Misrepresentations | 第46页 |
| 4.2.3 Direction Maintenance | 第46-47页 |
| 4.2.4 Providing Vocabulary | 第47页 |
| 4.2.5 Improving Participation | 第47-48页 |
| 4.2.6 Other Peer Scaffolding Functions | 第48-49页 |
| 4.3 Peers at Different Levels Provide Different Scaffolding | 第49-52页 |
| 4.3.1 Interview with Students Who Actively Participate in Group Interaction | 第49-50页 |
| 4.3.2 Interview with Students Who Rarely Participate in Group Interaction | 第50-52页 |
| Chapter Five Conclusion | 第52-55页 |
| 5.1 Major Findings | 第52-53页 |
| 5.2 Pedagogical Implications | 第53-54页 |
| 5.3 Limitations of the Study and Suggestions for Future Research | 第54-55页 |
| Bibliography | 第55-59页 |
| AppendixⅠ | 第59-60页 |
| Acknowledgements | 第60-61页 |
| Publications | 第61页 |
