유치원 영어교사의 피드백에 나타난 스캐폴딩 유형

• 영문명: Scaffolding Patterns of Kindergarten English Teachers Feedback
• 발행기관: 현대문법학회
• 저자명: 이애진(Aejin Lee) 김신혜(Shinhye Kim)
• 간행물 정보: 『현대문법연구』제63호, 217~239쪽, 전체 23쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2011.03.01

영문 초록

The purpose of the study is to investigate the patterns of scaffolding in the English classes at a Kindergarten. For the purpose of the study, a survey was conducted to forty English teachers who were working in private kindergartens to find out their perception of English class and the use of scaffolding patterns. Among the survey participants, two teachers were selected for class observation. Their storytelling and phonics classes were videotaped once per week for a period of six weeks. The analysis of teachers scaffolding showed that repetition, praise, and hints were most frequently used in both storytelling and phonics classes. The observed scaffolding patterns were similar to the results of the survey, suggesting that the teachers tended to rely on the limited patterns of scaffolding in their feedback. The study has implications for teachers feedback and classroom interaction, especially with young learners of English.

목차

1. 서론

2. 이론적 배경

3. 연구 방법

4. 연구결과 및 분석

5. 결론

키워드

scaffolding storytelling phonics repetition feedback classroom interaction