The purpose of the study is to investigate the patterns of scaffolding in the English classes at a Kindergarten. For the purpose of the study, a survey was conducted to forty English teachers who were working in private kindergartens to find out their perception of English class and the use of scaffolding patterns. Among the survey participants, two teachers were selected for class observation. Their storytelling and phonics classes were videotaped once per week for a period of six weeks. The analysis of teachers` scaffolding showed that repetition, praise, and hints were most frequently used in both storytelling and phonics classes. The observed scaffolding patterns were similar to the results of the survey, suggesting that the teachers tended to rely on the limited patterns of scaffolding in their feedback. The study has implications for teachers` feedback and classroom interaction, especially with young learners of English.

Shin-Hye Kim. 2001. An Error Analysis of College Students` Writing: Is that really Konglish? Studies in Modern Grammar 25, 157-174. The purpose of this paper is to analyze errors in college student`s writing samples to examine L1 interference phenomenon. It is widely believed that Korean learners of English often show incorrect use of English expressions due to their L1 interference. Despite such a prevalent belief, the sources of learner errors and L1 interference errors were not clearly identified. In order to examine the sources and nature of learner errors in learner language, 30 writing samples were collected from college freshmen students who were registered for TOEIC class. Errors were classified into two categories: intralingual and interlingual. The results showed that most of learner errors intralingual and only a few cases can be attributed to L1 interference, which lends support the assumption that L2 learners follow similar developmental patterns to those found in children`s L1 acquisition. The results suggest that Learners` errors are not just deviant forms that should be corrected but they reflect creative process of seeking systematic rules of the target language.