초등영어 내용언어통합학습(CLIL)에서 스캐폴딩 전략 활용 어휘지도

Teaching vocabulary using scaffolding strategy in the elementary CLIL class

This study investigates how to teach vocabulary effectively in order to overcome the difficulties of vocabulary learning in CLIL classes by using scaffolding strategies supported by a teacher in the elementary CLIL class. The action research was conducted with 25 students (13 boys, 12 girls) in a 4th grade class of B elementary school located in N city for five months. The whole lesson consists of 4 CLIL lessons about 4 topics of social studies. Results of the students’ surveys, classroom observation records, teacher’s diaries, student interviews and receptive/productive vocabulary test results were collected for data triangulation. Collected data was analyzed to find out the effectiveness of each scaffolding strategy in the class. The results revealed that the learners have positive thoughts about teacher-supported scaffolding strategies, particularly, personalization requests, invitations, and hints. It was concluded that teachers should use various, easy, prompt scaffolding strategies to stimulate learners’ creative thinking skills. Proper scaffolding strategies will benefit and bring positive results in learning subject specific vocabularies in CLIL classes by considering a learner’s character and content and linguistic features. The research suggested that continuous and effective use of teacher supported scaffolding strategies can foster students’ vocabulary learning in CLIL classes.