한국어 초급 읽기 수업을 위한 비계설정 전략

Abstract

Objectives This study suggests the strategy of scaffolding for learners who are beginners in Korean language as a foreign language and aims to use meaningful teaching and learning strategies in Korean beginner’s reading classes in the future.
 Methods To this end, many prior studies related to reading strategy and scaffolding were first considered. Based on the fact that scaffolding strategy research in Korean reading education as a foreign language was not conducted, theoretical background was considered to present scaffolding strategies which are necessary and appropriate for Korean beginner reading classes.
 Results Based on Kim (2005)'s direct scaffolding structure and strategy, this study reconstructed four scaffolding types: explaining; demonstrating; giving hints; asking questions. Newly reorganized settings and examples were also presented based upon Choi (2003).
 Conclusions The contributions of this research are presented as follows: (1) the need for scaffolding in beginner Korean reading as a foreign language was mentioned; (2) the scaffolding type in beginner Korean reading as a foreign language was newly reconstructed and presented, unlike the existing scaffolding type in reading education.