교실 맥락 속 읽기 부진 학생의 행동 의미 연구 - 교사-학생 상호작용을 중심으로 -

초록

This study aims to deeply explore the meaning of observed behaviors in the classroom by students with reading difficulties, interpreting them not as simple avoidance but as relational actions. Moving beyond existing individual-centered interpretations, it seeks to reconceptualize student behaviors as products of teacher-student interactions within the sociocultural practice context of the classroom. To this end, a qualitative case study was conducted over one year using participant observation and in-depth interviews with Min-soo (pseudonym), a first-year student at Middle School A. The study focused on microanalyzing of interaction between the student's specific behaviors and the teacher's responses, aiming to uncover the underlying purposes and functions behind the actions. The findings revealed that the students’ observed classroom behaviors were not passive expressions of learned helplessness but potentially active practices aimed at intervening in classroom interaction rules and preserving personal dignity. The student’s refusal, such as “I don't like it,” could be analyzed as simultaneously avoiding the admission of inability expressed by “It's difficult” while performing three key functions. The student's refusal utterances, such as “I don't like it,” could be analyzed as simultaneously avoiding the admission of inability expressed by “It's difficult” while performing three key functions. First, they appeared to perform a relational function by rejecting the vertical “student-receiving help/teacher-providing help” relationship and resetting the interaction framework. Second, they demonstrated a cognitive function by shifting responsibility for failure from their own lack of ability to the perceived meaninglessness of the task. Third, it served an interactional function by preemptively blocking the painful process of exposing one's incompetence. That is, observed behaviors such as leaving one's seat, refusing tasks, or engaging in distractions could be interpreted as a consistent practice form through which these functions operated. In conclusion, this study proposes reconceptualizing the behavior of reading-impaired students not as passive ‘avoidance’ but as active ‘engagement’. This implies the need to shift the teacher's role from a ‘controller’ of behavior to an ‘interpreter’ of meaning. By illuminating the causes of these behaviors within sociocultural interactions rather than individual internal factors, this study provides a practical educational perspective for supporting struggling readers.

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