교실 상호작용에서 나타난 교사의 역할

An analysis of the role of the teacher in classroom interaction: based on the framework of scaffolding

In a L2 classroom, one of the most distinguished characteristics is verbal interaction between a teacher and students. There are two possible perspectives in examining the interaction between them. The first perspective sees the exchange as fundamentally asymmetrical. The other sees a process of negotiated meaning between the teacher and student as the teacher offers a scaffolding (scaffolded instruction). This study supports the latter perspective and analyzes the data based upon a framework of scaffolding. As a result, the teacher effectively leads and controls the interaction with the students by providing modeling, monitoring student utterances, or allocating student turns. In terms of modeling, it is considered the most effective technique but the teacher bears the full responsibility for interacting with the students. In terms of monitoring what students say, the teacher offers only a gesture to confirm students' utterances instead of a verbal scaffold. In terms of turn allocation, this technique is especially effective in several-to-one interactions, such as those found in the classroom. However, turn allocation by the teacher shows her absolute authority in the classroom interaction. It is also possible that student opportunities for speaking are taken away by turn allocations by the teacher that are too intrusive.