A Sociocultural Approach to Understanding Students’ Interaction in Comprehending an English Text
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The purpose of this study is to analyze role of questions used by a group of Korean university students to understand an English passage. The questions are used in collaborative interactions when they are engaged in a reading task. This paper views the use of questions within the framework of sociocultural theory, based primarily on Vygotskyan psychology. The questions are analyzed in terms of major sociocultural terms such as scaffolding, the zone of proximal development, intersubjectivity and interpsychological and intrapsychological planes. By discussing the role of questions in terms of major sociocultural concepts, the paper tries to suggest how such questions help students better understand the English text as they serve social and cognitive functions. The paper not only discusses some effects of using questions in negotiating meanings in understanding an English text but also suggests some limitations the use of questions may imply when they are used in student-student interactions where expertise lacks.
Abstract
The purpose of this study is to analyze role of questions used by a group of Korean university students to understand an English passage. The questions are used in collaborative interactions when they are engaged in a reading task. This paper views the use of questions within the framework of sociocultural theory, based primarily on Vygotskyan psychology. The questions are analyzed in terms of major sociocultural terms such as scaffolding, the zone of proximal development, intersubjectivity and interpsychological and intrapsychological planes. By discussing the role of questions in terms of major sociocultural concepts, the paper tries to suggest how such questions help students better understand the English text as they serve social and cognitive functions. The paper not only discusses some effects of using questions in negotiating meanings in understanding an English text but also suggests some limitations the use of questions may imply when they are used in student-student interactions where expertise lacks.
참고문헌 (24)
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