한국어 중급 문법 도입 담화에 나타난 상호작용 분석 연구 -스캐폴딩을 중심으로-
An Analysis of Interactions in Warming-up Stage in Intermediate Korean Grammar Course: Based on Scaffolding
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초록
This study aims to analyze interactions among class participants during the warming-up stage of intermediate Korean grammar course based on scaffolding. In this study, scaffolding is defined as ‘support of verbal, nonverbal, and paralanguage elements that are provided in the interactions of students and teachers during teaching and learning activities’ and, to see how scaffolding is activated in a class, the class was video-recorded and transcribed materials were analyzed. First, scaffolding is divided by leading agent; one given by a teacher and the other by a student: then, by objective; input and output: and finally, by functions; maintaining direction, corrective feedback, and reducing in degrees on freedom. Based on these standards, scaffolding is classified in two sets, each including six types of scaffolding, respectively for students and teachers and students’ response on the six types is divided again by uptake and non-uptake. The different aspects of scaffolding identified during the class are analyzed and one of the most frequently witnessed scaffolding is inducing a locutionary or answering act for maintaining direction both for a student and a teacher. In this sense, it is characterized that teachers actively provide corrective feedback to students during the warming-up stage while students are relatively less acceptive of uptake comparing to other scaffoldings. It is significant in that this study observes diverse scaffoldings found in the warming-up stage, studies them from various angles and specifies active interactions among the class participants, and therefore contributes to expand and develop views on learning course in a class as focusing on students’ role as a leading agent for communication.
Abstract
This study aims to analyze interactions among class participants during the warming-up stage of intermediate Korean grammar course based on scaffolding. In this study, scaffolding is defined as ‘support of verbal, nonverbal, and paralanguage elements that are provided in the interactions of students and teachers during teaching and learning activities’ and, to see how scaffolding is activated in a class, the class was video-recorded and transcribed materials were analyzed. First, scaffolding is divided by leading agent; one given by a teacher and the other by a student: then, by objective; input and output: and finally, by functions; maintaining direction, corrective feedback, and reducing in degrees on freedom. Based on these standards, scaffolding is classified in two sets, each including six types of scaffolding, respectively for students and teachers and students’ response on the six types is divided again by uptake and non-uptake. The different aspects of scaffolding identified during the class are analyzed and one of the most frequently witnessed scaffolding is inducing a locutionary or answering act for maintaining direction both for a student and a teacher. In this sense, it is characterized that teachers actively provide corrective feedback to students during the warming-up stage while students are relatively less acceptive of uptake comparing to other scaffoldings. It is significant in that this study observes diverse scaffoldings found in the warming-up stage, studies them from various angles and specifies active interactions among the class participants, and therefore contributes to expand and develop views on learning course in a class as focusing on students’ role as a leading agent for communication.
참고문헌 (27)
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