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

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 class through Conversation Analysis (CA), this categorized four types of utilized by instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered teachers these specific tactics when students encountered difficulties language classroom. Then, discussed a generalized frame Finally, conclusion indicated pedagogical implication teacher education.