师生互动是外语课堂教学的基础和关键，教师在互动过程中提供的各种支 架直接影响到学生二语习得的发展和课堂教学的效果。但在以往的研究中，“支 架”一词的使用比较分散，缺乏统一的术语和框架来明确描述其性质、意图以 及实施手段。此外，各种非语言手段对二语课堂互动教学的影响和贡献较少受 到关注。本研究基于支架理论,从支架目的和支架手段两个维度出发,分析经验 型英语教师如何在课堂师生互动中为学生构建支架策略,并就研究发现对英语教 师的课堂互动教学提供一些建议。 基于现有支架理论研究的基础，本研究整合了外语课堂支架策略框架，并 结合课堂观察这种质性研究方法,选取 30 节优秀课堂教学视频作为分析材料， 运用多模态标注软件 ELAN，采用视频分析的方法将课堂教学视频进行转录、编 码和统计，并进行数据分析。研究发现：（1）在外语课堂互动中，教师搭建支 架主要有三个目的，即促进学生元认知、认知和情感的发展。为了促进学生元 认知发展，经验型教师经常使用的手段有：创设认知差、知识结构化、维持既 定目标、评价学习过程；为了促进学生认知水平发展，教师经常使用的手段有： 提示简化任务难度、联系原有知识、创设真实情境、运用技能策略；为了促进 学生情感发展，经验型教师注重强化学生积极情绪，避免消极情绪。（2）在构 建支架时，教师主要使用五种语言（提问、语言提示或选项、重复、示范、重 铸）和五种非语言手段（手势、面部表情、声调变化、头部运动、体距）。其中， 任意一种支架目的和支架手段的结合，可以看作是一种支架策略。 针对这些研究发现,笔者提出以下具有针对性的教学建议:1)设计高认知要 求或具有挑战性的任务，让学生有机会进行探究性学习，同时为应对这些挑战 提供充足的及时性支持。2)明确外语课堂支架搭建的目的,使用恰当手段的促进 学生学习。3)加强非语言资源的运用和训练，合理调动各种资源促进课堂师生的有效互动。

Teacher-student interaction is the fundamental and pivotal way of language teaching and the assistance provided by teachers in this process directly impacts students’ second language acquisition and the effectiveness of classroom instruction. However, “scaffolding” is used in a diffuse way in previous studies and there is no shared language to describe its properties or intentions and the ways it is used. Besides, the influence and contribution of non-verbal resources on EFL classroom interactions has received relatively little attention. Drawing upon scaffolding theory, this study analyzes how experienced EFL teachers construct scaffolding strategies for students during classroom interactions, with a focus on scaffolding intentions and means. Some recommendations are also provided for English teachers. Based on previous research, this study synthesizes a framework of scaffolding strategies which is then applied to conduct detailed qualitative analysis on thirty selected EFL videotaped classes. All selected data are transcribed and encoded in the multimodal software ELAN and the results are further calculated and analyzed. The results of this study demonstrate that experienced EFL teachers construct scaffolding strategies to facilitate students’metacognitive, cognitive, and emotional development. When scaffold students’learning process, teachers offer support through Creating Cognition Gap, Building Schema, Maintaining Direction and Evaluating Learning Process. When scaffold students’cognitive activities, teachers provide contingent support through Hinting, Bridging, Contextualizing and Applying Strategies. When scaffold students’ emotional activities, teachers concentrate on Enhance Positive Feelings and Suppress Negative Feelings. To realize such scaffolding intentions, EFL teachers use various verbal means, which includes (a) questioning, (b) offering linguistic cues or options, (c) repeating, (d) modeling, (e) appropriating and recasting. Teachers also use non-verbal means by adjusting their gesture, facial expressions, voices, head movements and distance to students. Any combination of scaffolding means with scaffolding intention can be construed as a scaffolding strategy. The findings of this research suggest that EFL teachers should 1) design tasks with high cognitive requirements or challenges while simultaneously provide adequate interactional support; 2) clarify the intentions of classroom scaffolding and employ appropriate means to enhance student learning; 3) strengthen the utilization and awareness of non-verbal resources and effectively mobilize various resources to promote teacher-student interactions.