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

Abstract

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.