Yunus Yildiz1 & Bünyamin Celik2
1English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq
2Department of Languages, Tishk International University, Erbil, Iraq
Abstract: Due to its contributing influence on language learning, scaffolding is a significant instructional tool. Scaffolding techniques engage learners in collaborative settings under adult guidance. As learners perform tasks successfully with teacher assistance, they develop new abilities and extend their understanding. Teachers withdraw their support when learners grasp new concepts, solidify their understanding and promote their independence in the learning process. Scaffolding has the potential to increase competence of learners in accomplishing their tasks and enable them to become independent learners. This paper attempts to demonstrate the advantages of using scaffolding techniques in language learning settings.
Keywords: Scaffolding, Teacher, Assistance, Tasks, Language Learning
Bradley, K.S. & Bradley, J.A. (2004). Scaffolding academic learning for second language learners. The Internet TESl Journal, X(5). Retrieved Nov. 28, 2006, from http://iteslj.org/Articles/Bradley-Scaffolding.
Bruner, 1 S (1978). The Role of Dialogue in Language Acquisition. In Sinclair, A, larvella, R & Levelt, W J M(eds), The Child’s Conception of Language.
Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.) Boston: Thomson Heinle.
Celik, B., & Yıldız, Y. (2019). The role of foreign language culture on teaching the language and learner motivation. International Journal of Social Sciences & Educational Studies, 5(4), 215-223.
Celik, B. (2017). Teaching profession and passion. International Journal of Social Sciences & Educational Studies, 4(2), 85-92.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ: Erlbaum.
Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education. New York: Basic Books.
Mart, Ç.T. (2012). Developing speaking skills through reading. International Journal of English Linguistics, 2 (6), 91-96.
Mart, Ç.T. (2013a). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437-442.
Mart, Ç.T. (2013b). Commitment to school and students. International Journal of Academic Research in Business and Social Sciences, 3(1), 336-340.
Mart, Ç.T. (2017). Literary texts: A means to promote language proficiency of upper-intermediate level EFL students. Journal of Education in Black Sea Region, 2 (2), 44-55.
Mart, Ç.T. (2018a). From communicative competence to language development. International Journal of English Linguistics, 8(2), 163-167.
Mart, Ç.T. (2018b). The contentious debate over the language literature division. Journal of Language and Cultural Education, 6 (1), 117-127.
Mart, Ç.T. (2019a). Reflections on discussions of literature: A language learning environment to promote speaking skills. The Journal of Social Sciences Research, 5(4), 846-850.
Mart, Ç.T. (2019b). Reader-Response theory and literature discussions: A springboard for exploring literary texts. The New Educational Review, 56, 78-87.
Raymond, E. (2000). Cognitive characteristics. Learners with mild disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, Pearson Education Company.
Salma, N. (2020). Collaborative learning: An effective approach to promote language development. International Journal of Social Sciences & Educational Studies, 7(2), 57-61.
Tharp, R.G., & Gallimore, R.G. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge University Press.
Van Lier, L (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
Van Lier, L. (2004). The ecology and semiotics of language learning. Dordrecht: Kluwer Academic Press. http://dx.doi.org/10.1007/1-4020-7912-5
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Wood, J., Bruner J. S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
Yildiz, Y. (2017). Components of commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122.
Yildiz, Y., & Celik, B. (2017). Commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 93-97.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), September 2020, Vol.7, No.3
Copyright © 2014 by Tishk International University, Developed and Designed by RAS Groups and M. Albay (IU Web Office Manager)
replica rolex is among the most international greatest perplexing watch survey of the brand. Put to use fake watches during the world-wide industry is also extremely well known.Customers from all of areas of life really like breitling replica watches. The initial financial investment valuation belongs to the benefits associated with best replica watches.