Understanding Interactive behaviors in Story Reading Activities
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study aims to investigate interactive scaffolding behaviors between teachers and second language learners in story reading activities. Participants' reactions in this study are coded and named according to their functions and purposes throughout the study. The results are as follows: First, scaffolding behaviors were made by participants' initiative moves throughout the reading interaction. These supportive behaviors were predominantly used when more questions and errors were raised as a corrective feedback, especially to correct learners' phonological and lexical errors. In addition, learners' opinions of the story reading activities were collected and illustrated in order to present their learning experience. The finding suggests that in order to build up the comprehension ability or communicative ability of the student through the reading session, a teacher may need to have knowledge about what area students may face difficulties in carrying on the story reading session. In addition this study provides us with a general look at how much interaction strategy the teacher potentially can apply to different levels of the student in actual interactive story reading situations.
Abstract
This study aims to investigate interactive scaffolding behaviors between teachers and second language learners in story reading activities. Participants' reactions in this study are coded and named according to their functions and purposes throughout the study. The results are as follows: First, scaffolding behaviors were made by participants' initiative moves throughout the reading interaction. These supportive behaviors were predominantly used when more questions and errors were raised as a corrective feedback, especially to correct learners' phonological and lexical errors. In addition, learners' opinions of the story reading activities were collected and illustrated in order to present their learning experience. The finding suggests that in order to build up the comprehension ability or communicative ability of the student through the reading session, a teacher may need to have knowledge about what area students may face difficulties in carrying on the story reading session. In addition this study provides us with a general look at how much interaction strategy the teacher potentially can apply to different levels of the student in actual interactive story reading situations.
참고문헌 (29)
- Baumann, J. F., "Delicate balancess : Striving for curricular and instructional equilibrium in a second-grade, literature", strategy-based classroom, 1997, pp.32, 244~275
- Boyd, M., "Second and foreign language learning through classroom interaction" (2000), Lawrence Erlbaum Associates, Publishers
- Bruner, J., "Acts of meaning" (1990), Harvard University Press
- Campbell, R, "An approach to analysing teacher verbal moves in hearing children read", Journal of Research in Reading, 4(1), pp.43~56 (1981)
- Clay, M., "Becoming literate: The construction of inner control" (1991), Heinemann
- Clay, M., "An observation survey of early literacy achievement" (1993), Heinemann
- Clay, M., "Reading recovery: A guidebook for teachers in training literacy development" (1993), Heinemann
- Consolo, D. A., "Second and foreign language learning through classroom interaction" (2000), Lawrence Erlbaum Associates, Publishers
- Cazden, C., "Classroom discourse: The language of teaching and learning" (1988), Heinemann
- Gibbons, P., "Scaffolding Language Scaffolding Learning" (2002), Heineman
- Hoffman, J. V., "Guided oral reading and miscue focused verbal feedback in second-grade classrooms", Reading Research Quarterly, 19(3), pp.367~384 (1984)
- Krashen, S., "The Power of Reading" (1993), Libraries Unlimited Inc
- Lemke, J. L., "Using language in the classroom" (1985), Deakin University Press
- Lyster, R., "Corrective Feedback and Learner uptake : Negotiation in Communicative Classrooms", Studies in Second Language Acquisition, 19, pp.37~66 (1997)
- Many. J. E., "An exhibition and analysis of verbal tapestries: Understanding how scaffolding is woven into the fabric of instructional conversations", Reading Research Quarterly, 37(4), pp.376~409 (2002)
- Meyer, D. K., "What is scaffolded instruction? Definitions, distinguishing features, and misnomers", Examining central Issues in literacy research, theory, and practice, 42nd yearbook of the National Reading Conference, pp.41~53 (1993), National Reading Conference
- Mercer, N., "Thinking voices: The work of the national oracy project", pp.215~223 (1992), Hodder & Stoughton
- Nassaji, H., "What’s the use of ‘triadic dialogue’?: An investigation of teacher-student interaction", Applied linguistics, 21(3), pp.376~406 (2000)
- Person, H., "Children Becoming Reader" (1987), Mamilian Education
- Richards, K., "Qualitative Inquiry in TESOL" (2003), Palgrave Macmillan
- Roehler, L. R., "Scaffolding student learning: Instructional approaches and issues", pp.6~42 (1997), Brrokline
- Sinclair, J. M., "Towards an analysis of discourse: The English used by teachers and pupils" (1975), Oxford University Press
- 서보람, "The Differential Effect of Direct Written Corrective Feedback on Two English Structures", 영어학, 14(3), pp.427~444 (2014), 한국영어학회
- Tsang, W, K, "Feedback and uptake in Reacher –Student Interaction : An analysis of 18 English Lessons in Hong Kong Secondary Classrooms", Reading Language Centre Journal, 35(2), pp.187~209 (2004)
- Vygotsky, L. S., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Wilkinson, L. C., "Integrated language arts: Controversy to consensus", pp.241~270 (1994), Allyn & Bacon
- Verplaetse, L. S., "Second and foreign language learning through classroom interaction" (2000), Lawrence Erlbaum Associates, Publishers
- Wood, D., "The role of tutoring in problem solving", Journal of Gild Psychology and Psychiatry, 17, pp.98~100 (1976)
- Wood, D., "How Children Think and Learn" (1988), Basil Blackwell