<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This 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.</p>
</abstract>

This 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.

Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction...

Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions

Publié en ligne: 01 mars 2023

Pages: 16 - 24

DOI: https://doi.org/10.2478/jolace-2022-0002

Mots clés
Japanese language teaching, scaffolding, classroom discourse, Conversation Analysis

© 2022 Junyuan Chen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions

Publié en ligne: 01 mars 2023

Pages: 16 - 24

DOI: https://doi.org/10.2478/jolace-2022-0002

Mots clésJapanese language teaching, scaffolding, classroom discourse, Conversation Analysis

© 2022 Junyuan Chen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
Japanese language teaching, scaffolding, classroom discourse, Conversation Analysis