초급 학습자의 수정된 출력(Modified output)을 위한 교사의 스캐폴딩 양상 연구

The Study of Teachers' Scaffolding for Learners' Modified Output

The purpose of this study is to investigate teachers' scaffolding used in the classroom conversation interaction between teacher and learners and to find out effective scaffolding types promoting learners' modified out. To do so, this article synthesized findings from observational classroom research on teachers' scaffolding in an beginning level of Korean language classroom. Out of 4 different types of scaffolding implemented, 14 different types of sub-scaffolding were investigated. The results indicate that corrective feedbacks along with teacher's verbal or nonverbal cues are to be the most effective scaffolding. Among 6 corrective feedback types used in the study, teachers show a clear preference for elicit rather then other feedback types, leaving more opportunities for learners notice their output and correct their errors themselves. On the other hand, other scaffolding types like reduction in the degree of freedom and modeling were proven to be less helpful promoting learners' modified output. This study also reveals the importance of teachers' gradual scaffolding considering the level of the beginning learners whose language proficiency is limited in the use of grammar and vocabulary of the target language. The learners seem to be able to modify their output in an interaction with teachers when teachers intervene the dialogue more than twice.