CAJ | 학술논문

目标语交际中，教师要用自己的语言组织课堂教学，指导交际者真正地学好和应用好目标语。因此，教师的话语功能在帮助交际者提高交际能力方面发挥了重要作用。这种功能性帮助被理解为“支架”。根据对课堂交际语的分析，可以总结出反馈型话语支架、示范型话语支架、任务型话语支架、情感型话语支架、修正型话语支架这五种功能性支架，这些教师话语支架可以帮助交际者树立交际的信心，发展独立解决问题的能力，提升认知能力。
목표어교제중，교사요용자기적어언조직과당교학，지도교제자진정지학호화응용호목표어。인차，교사적화어공능재방조교제자제고교제능력방면발휘료중요작용。저충공능성방조피리해위“지가”。근거대과당교제어적분석，가이총결출반궤형화어지가、시범형화어지가、임무형화어지가、정감형화어지가、수정형화어지가저오충공능성지가，저사교사화어지가가이방조교제자수입교제적신심，발전독립해결문제적능력，제승인지능력。
In the target language interaction, the teachers w ill organize the class w ith their ow n w ords and direct the com m unicators to learn and use the targetlanguage w ell.Therefore,the function of the teacher's w ords plays a vitalrole in the aspectofhelping the com m unicators to im prove their com m unicative ability.This functionalaid is understood as "scaffolding". This article sum m arizes five functionalkinds of"scaffolding" according to the analysis ofthe discourse in the class so as to help the com m unicators build the confidence of com m unication and develop their capability of solving problem s by them selves and im prove theircognitive ability.