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본 연구는 고차적 사고가 요구되는 영어 설득작문 과제에 스캐폴딩과정을 적용할 필요성 및 생태학적 타당도가 높은 스캐폴딩의 과정을 분석할 필요성에 근거하여, 영어작문수업 과정에서 이루어지는 교사와 학생, 학생과 학생간의 언어적 상호작용, 학생들의 작문전략 활용 및 작문수행의 결과를 관찰분석제시하여 보다 총체적이고 심층적으로 학습과제의 스캐폴딩 과정을 검토하였다. 본 연구는 K고등학교 학생 28명의 작문학습의 과정을 대상으로 질적 접근과 양적 접근을 병행하였다. 본 연구에서 분석된 학교의 사회문화적 맥락, 교사의 감수성과 교수법, 학습자의 수준별 과제접근 가능성 등은 스캐폴딩의 현장적용가능성을 보여주었다.


The purpose of this study is to analyze the process of scaffolding in English(EFL) writing tasks based on Vygotskian perspectives. Qualitative methods were mainly used to build the large picture of scaffolding process in English writing. Quantitative methods were secondarily used to supplement the qualitative results. A science high school in which gifted and quasi-gifted students attend was selected as a research site. An English teacher, 28 students and a native speaker(American) participated in the research. Eight focal students were observed and interviewed in depth. The findings of the study are as follows; First, macroscaffolds in English writing class were students' ownership, task appropriateness, the sequence of learning, collaborative interaction and internalization. Second, microscaffolds found in the process of dialogic scaffolding in English writing class differently worked according to student's level, writing strategy and rhetorical structure. Third, there were significant differences between the writing performance before scaffolding and the one after scaffolding in terms of the results of holistic and analytic scoring. Regarding differential effect, instructional scaffolding was more effective for beginning level students. The rhetorical elements such as concluding paragraph, overall cohesion and use of conjunctions in particular showed relatively low improvement. Fourth, in terms of research method, this study indicated that ecologically relevant scaffolding research was possible by holistically and deeply observing, recording and analyzing the whole process of a class for a semester.