It is important to explore the nature of good Korean language instruction, so we need to analyze and investigate the Korean language instruction itself. But instruction has the complicate and various components, so we have to find the scientific and s...
It is important to explore the nature of good Korean language instruction, so we need to analyze and investigate the Korean language instruction itself. But instruction has the complicate and various components, so we have to find the scientific and systematic analysis methods to interpret it for the teachers. One of the most important components that can decide the quality of the instruction is the classroom discourse structure between teachers and students. It has been studied especially in the area of sociolinguistics and teaching-learning theory. Sociolinguistics was interested in types of the linguistic interaction and searched the typical classroom discourse structure of I(initiation)-R(Respond)-F(feedback), its effects and various transformations, but couldn't show the educational direction. On the other hand, social contructivists paid attention that the teacher's mediate discourse plays the scaffolding roles. Therefore we classified the classroom discourse structure as initiation questioning, respond quetioning, feedback according to study of sociolinguistics. And we establiches many sub-types that can explore the social contructional concept, the mediate discourse's characteristics. Then we show the characteristics of the effective teacher-oh's instructional conversation in his reading instruction, as providing how to use each teacher's questioning types in the reading instruction.