earticle

영어

The purpose of this study is to explore the effective method required for the improvement of students’ literary competence, deep understanding and interpreting the literary text in the elementary classroom. The meaning of deep understanding and interpreting is not to discover the prescribed meaning in the text, but to explore the potential meaning. For the deep meaning-making, this study will emphasize the literary discussion as a method of literature education. To promote literary discussion, this study reviewed the theory of scaffolding originated from Vygotsky’s ZPD(Zone of Proximal Development) and suggested two kinds of linguistic scaffoldings. First, the expanded scaffoldings lead to various responds, helping the stage of beginning process. Second, the articulated scaffoldings make a coherent dialogue by the dialogic discourses, activating the dialogue. In the scaffolded literary discussion, those of linguistic scaffoldings help the students build on each other and make the deep meaning of the literary texts. In this process, students appropriate suggested scaffoldings and transform the given previous scaffolding. To realize the significance of literary discussion successfully in the classroom teaching, there will be continued following studies about the deep analysis of effective processes to prepare and perform the literary discussion with various ways of scaffolding.