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    2. 刊物属性
    3. 刊物名称:英语广场
    4. 国内刊号:CN 13-1298/G4
    5. 国际刊号:ISSN 1009-6426
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    7. 投稿邮箱:
        tougao@esteachers.com
    8. 当前位置:英语广场 > 优秀论文 >
      时间:2017-06-23 来源:英语广场

        【Abstract】Reading teaching plays an important role English teaching, and how to promote the English teaching performance has been an essential subject confronting English teachers. Scaffolding Theory derives from Vygotsky’s zone of proximal development(ZPD), which has become a new teaching strategy for the second language teaching.
        【Key words】Application; Scaffolding Theory
        1. Introduction
        As an essential part for language input as well as the language skills, English reading plays an leading role in English teaching. In the meanwhile, the teaching of English reading serves as both the keys point and the difficult point for English teaching. The teaching of English reading has been one of the most fundamental parts for English teaching, whose significance for the cultivation of students’ English ability has also been stressed.
        2. The Scaffolding Theory
        Scaffolding is commonly accepted as an effective teaching strategy in the second language teaching field. Scaffolding serves as a temporary and adjustable assistance to learners which make is possible for learners to complete relevant tasks and achieve their study objectives. Such objectives are usually beyond learners’ ability and thus impossible to achieve without the scaffolding support.
        2.1 The Definition of Scaffolding Theory
        In second language acquisition study,, scaffolding is regarded as a useful tool to promote successful communication. According to McKay (2006, p.17), teachers employed scaffolding as a teaching method to “give children cognitive support and language support, usually by talking through a task with children and thus helping them learn”. The theoretical foundation of scaffolding derives from Vygotsky’s zone of proximal development(ZPD). According to Vygotsky (1978, p. 86), ZPD is “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”.
        2.2 Principles of Scaffolding
        The application of scaffolding, according to Van Lier (cited in Barnard & Campbell, 2005), complies with six principles, which involve:
        · Contextual support - a safe but challenging environment: errors are expected and accepted as part of the learning process
        · Continuity - repeated occurrences over time of a complex of actions, keeping a balance between routine and variation
       

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