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/lp/de-gruyter/scaffolding-in-an-elementary-level-japanese-language-classroom-c0QihVRqGk
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- Publisher
- de Gruyter
- Copyright
- © 2022 Junyuan Chen, published by Sciendo
- eISSN
- 1339-4584
- DOI
- 10.2478/jolace-2022-0002
- Publisher site
- See Article on Publisher Site
Abstract
AbstractThis study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.
Journal
Journal of Language and Cultural Education – de Gruyter
Published: Mar 1, 2022
Keywords: Japanese language teaching; scaffolding; classroom discourse; Conversation Analysis