本文基于同伴互动影响因素对同伴互动行为的影响这一基本研究范式，以社会文化理论为理论框架，以柬埔寨皇家科学院国际中文教育学院中级汉语水平学习者为研究对象，探讨不同任务类型下支架作用的具体表现，考察影响同伴支架搭建的因素及成因，以期对任务类型选定和教学环节设计提出建议，完善同伴互动和支架作用研究。本文以量化研究为主、质性研究为辅的研究方法，通过课堂观察、互动录音分析及半结构访谈等方式收集研究数据。

本研究采用同伴支架作用量表，选取聚焦型任务和非聚焦型任务的分类方式在同一班级内进行教学实验。研究发现：（1）从同伴支架数量与类别来看，两种任务课堂中均有提高参与度、提供语言支持、提供观点、纠正错误表达、理解与简化任务、维持既定目标和提供情感支持七种支架作用，支架作用总量大，多种支架作用同时存在的情况较多。（2）从同伴支架在不同任务课堂中的表现来看，语言提示类支架、任务指导类支架、行为提醒类支架、情感支持类支架在两种任务课堂中的数量与表现方式均有不同。（3）从同伴支架搭建影响因素来看，学习者因素、任务因素、互动因素是影响同伴支架行为产生与具备表现差异的重要因素。（4）从同伴支架作用效果来看，同伴支架作用的产生是双向和动态的，“新手”和“专家”在互帮互助中构建起互助共同体，从而充分实现口语课堂教学目标。

基于以上研究，本文对口语教学任务设计提出选择恰当任务类型、设定合理任务难度和注重增强任务互动性三点建议，并以互动过程为核心，对互动课堂实施提出三点建议：（1）在互动开始前结合学习者因素，做好互动组织安排；（2）在互动过程中教师适度隐性参与，实施互动过程监督；（3）多维度扩展同伴互动教学路径，完善评价体系。

Based on the basic research paradigm of the influence of peer interaction factors on peer interaction behavior, this paper takes sociocultural theory as the theoretical framework, and takes intermediate Chinese learners in the International Chinese Education Institute of the Royal Academy of Sciences of Cambodia as the research object. The specific performance of scaffolding under different task types is discussed, and the factors and causes of peer scaffolding are investigated, so as to put forward suggestions on the selection of task types and the design of teaching links, and improve the research on peer interaction and scaffolding. This paper mainly adopts quantitative research and qualitative research as auxiliary research methods, and collects research data through classroom observation, interactive recording analysis and semi-structured interview.

This study adopts the peer scaffolding scale, and selects the classification of focused tasks and non-focused tasks to conduct teaching experiments in the same class. The research findings are as follows: (1) from the number and category of peer scaffolding, there are seven scaffoldings in the two kinds of task classrooms, including improving participation, providing language support, providing views, correcting wrong expressions, understanding and simplifying tasks, maintaining established goals and providing emotional support. The total amount of scaffolding is large, and there are many cases of multiple scaffoldings existing at the same time. (2) From the perspective of peer scaffolding in different task classrooms, the number and performance of language prompt scaffolding, task guidance scaffolding, behavior reminder scaffolding and emotional support scaffolding are different in the two task classrooms. (3) From the perspective of peer scaffolding influencing factors, learner factors, task factors and interaction factors are important factors affecting the generation of peer scaffolding behavior and the difference in performance. (4) From the perspective of peer scaffolding effect, the generation of peer scaffolding effect is bidirectional and dynamic, "novice" and "expert" build a mutual community in mutual help, so as to fully achieve the objectives of oral classroom teaching.

Based on the above research, this paper puts forward three suggestions for the design of oral teaching tasks: selecting appropriate task types, setting reasonable task difficulty and paying attention to enhancing task interaction. And with the interactive process as the core, it puts forward three suggestions for the implementation of interactive classroom: (1) combine learner factors before the beginning of interaction, do a good job in interactive organization and arrangement; (2) in the process of interaction, teachers participate in the interaction process with moderate recessive participation; (3) expand the teaching path of peer interaction in multiple dimensions and improve the evaluation system.