한국어 교사별 디딤말하기(scaffolding)전략의 사용 양상
A Study of Korean teacher’s scaffolding usage types and usage aspects in Korean classroom
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초록
This study is a comprehensive introduction to speaking strategies employed by Korean teachers in the classroom. The specific questions asked in this study are as follows:First, how can scaffolding usage in the classroom among Korean teachers be separated into different categories?Second, is there any variation in how different teachers use scaffolding? Also, what kind of divergence exists based on teacher's gender and years of experience?Thus the conclusions of this study include the following:First, in the classroom interaction, there are four types of scaffolding; Modeling, Monitoring, Turn-taking, and Balancing the mother tongue and the target language. Second, the aspects of scaffolding in Korean classrooms can be distinguished according to both the gender and work experience of the teachers in the classrooms. In the case of female teachers who have taught for more than three years, scaffolding is used for accuracy. However in the case of male teachers who have taught for more than three years, scaffolding is used primarily for student fluency. In the case of novice teachers who have been teaching for one year, this study shows that they hardly use any scaffolding in their classroom interaction. The primary purpose behind this study is to understand the various ways in which Korean teachers utilize scaffolding and to attempt to replace a term “scaffolding”to Korean term “디딤말하기”. Finally, this study will address additional issues related to teacher talk or interaction strategies, especially scaffolding in the Korean classroom.
Abstract
This study is a comprehensive introduction to speaking strategies employed by Korean teachers in the classroom. The specific questions asked in this study are as follows:First, how can scaffolding usage in the classroom among Korean teachers be separated into different categories?Second, is there any variation in how different teachers use scaffolding? Also, what kind of divergence exists based on teacher's gender and years of experience?Thus the conclusions of this study include the following:First, in the classroom interaction, there are four types of scaffolding; Modeling, Monitoring, Turn-taking, and Balancing the mother tongue and the target language. Second, the aspects of scaffolding in Korean classrooms can be distinguished according to both the gender and work experience of the teachers in the classrooms. In the case of female teachers who have taught for more than three years, scaffolding is used for accuracy. However in the case of male teachers who have taught for more than three years, scaffolding is used primarily for student fluency. In the case of novice teachers who have been teaching for one year, this study shows that they hardly use any scaffolding in their classroom interaction. The primary purpose behind this study is to understand the various ways in which Korean teachers utilize scaffolding and to attempt to replace a term “scaffolding”to Korean term “디딤말하기”. Finally, this study will address additional issues related to teacher talk or interaction strategies, especially scaffolding in the Korean classroom.
참고문헌 (22)
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