Abstract
In Pre-Advanced reading class for Japanese learners, the teacher conducted an activity that learners communicate their interpretation of the text by their own words and construct an interpretation cooperatively with others. In that process, learners have questions that it is difficult to solve by themselves at times. In that case, teacher intervene in their dialogue to solve questions. This paper analyzed how teacher interventions affect group dialogue, in case of problems concerning text interpretation. As a result, it was suggested that teacher interventions that indicate the possibility of interpretation as choices result in "authoritative discourse" which restrict and direct their dialogue.
