Classroom Discourse Analysis of Student Use of Language Scaffolding During Tasks

Abstract

There has been considerable debate regarding how to introduce new language in the task-based classroom, yet the nature of language scaffolding as it influences student classroom production and ultimate uptake remains largely unexplored, despite some research interest in the topic (Boston, 2008). This chapter addresses the issue by exploring, through discourse analysis, two different means of scaffolding, one materials mediated student–student interaction and the other teacher-mediated student–student and teacher–student interaction. Through two different Japan-based classrooms, we examine how the means of mediating communication in those classes appears to influence classroom discourse, and outline issues pertinent to scaffolding in the language classroom.