Scaffolding Reading Comprehension: A Case Study of a Young Korean English Language Learner

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Sook-Hee Kim
• 간행물 정보: 『영어교육연구』제27권 3호, 45~64쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.09.30

영문 초록

This study examined the nature of teacher-student interactions during tutoring sessions to explore ways of scaffolding reading comprehension of a young Korean English language learner. The verbal interactions during tutoring sessions were analyzed based on an analytical framework-the IRE pattern-where the teacher initiates a question, the student answers, and the teacher evaluates (Cazden, 2001). During the first half of tutoring, the teacher used the three-turn pattern of IRE to accomplish a number of different purposes depending on the tasks involved and the student could evolve from simple repetition to more engaged talk. During the second half of tutoring, when the student was given the power to pose questions through the Question-Answer Game, non-traditional interactional patterns developed. The student initiated topics by asking the teacher questions, sustained the topics by disagreeing with the teacher, and became an active reader who assumed responsibility for his own learning. The students’ opportunities to exercise initiative or to develop a sense of responsibility for learning were limited when using the traditional IRE interaction pattern where the teacher simply aimed at assessing student knowledge. This study illustrates how teachers can both provide and limit learning opportunities for English readers based on discursive practices.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHODOLOGY

IV. RESULTS

V. CONCLUSION

키워드

reading comprehension generating questions IRE pattern scaffolding discursive practices collaboration