Scaffolding Instruction on Business English Writing Teaching

中图分类号：H31 文献标识码：A 文章编号：1007-0745（2014）04-0082-01

摘要：The scaffolding instruction is to help students probe into knowledge learning independently, and achieve the construction of knowledge and information finally by constructing a series of appropriate conceptual frameworks and concrete teaching circumstances. This instruction has been extensively applied and has been proved to be very effective in teaching in western countries. But in China very few empirical studies have been carried out on the scaffolding instruction, especially in the field of teaching business english writing.

关键词：Scaffolding Instruction Business English Writing teaching

I.Research Purposes and Significance

In the instructional setting of foreign language learning, there is no doubt that foreign language teaching must be primarily concerned with creating situations within the classroom which offer learners opportunities to use the language in the context of meaningful activities. Instead of the traditional BE writing method which emphasizes the importance of language patterns, language structures and linguistic features of BE, scaffolding instruction is a special kind of teaching model that can assist learners in moving toward new skills, concepts, or levels of understanding.

II. Theoretical Foundations--- Zone of Proximal Development

Scaffolding is a teaching technique that has been developed from the work of Leo S. Vygotsky. Vygotsky was very interested in exploring what individual children were capable of achieving with the help and support of more knowledgeable partners. That is, support can be given to a child’s Zone of Proximal Development (ZPD). Vygotsky defined ZPD as:

“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving underguidance, or in collaboration with more capable peers” (Vygotsky, 1978:86).

III.Teaching Process of Scaffolding Instruction

According to Wood, Bruner and Ross (1976), there are five components in scaffolding instruction.

(1) Setting up a scaffold: the teacher takes the teaching objectives and learners’ needs into consideration and helps the learners to design a conceptual framework of the learning topic by providing necessary background information or assistance for solving problems.

(2) Entering into a situation: the teacher guides the learners to explore the topic and enters into the topic settings. During this process, the teacher offers some kinds of scaffolds, such as providing relevant materials and asking some provocative questions.

(3) Independent exploration: after the learners enter the topic setting, the teacher should leave room for learners’ independent exploration. The learners can choose their own ways to solve problems without being influenced by others’ opinions, and then they freely present their own views and understanding. In this step, the teacher will get clear about the learners’ ZPD. The support given by the teacher should be reduced gradually for the purpose of letting learners explore independently, and even if necessary, the teacher should provide tailored assistance within the learners’ ZPD.

(4) Collaborative learning: discussion and negotiation with other learners as well as with the teacher are of great importance in this phase. In collaborative learning and discussion with the peers and the teacher, the learners may find a clue to problems or be enlightened by others’ opinions, and get a more comprehensive and precise understanding and finally finish the knowledge construction.

5) Evaluation: evaluation includes learners’ self-evaluation and mutual evaluation in groups, and the content of evaluation includes independent learning ability, contribution to group collaboration and the completion of the knowledge construction.

IV. CONCLUSION

In scaffolding instruction, the teacher activates the learners’ positive attitude in BE writing, encourages them to interact with the learning environment and guides them to explore the situation independently. Scaffoldings are not just offered by the teacher, but by the classmates. Every student participates in the learning process through questioning, group discussion and other kinds of classroom activities. The teacher’s role has changed to be a supporter, participant and promoter, and the learners become the leading actor in learning. They freely share ideas and exchange information, and their initiative and creativity are highly motivated in this process.

BIBLIOGRAPHY：

[1] Anghileri, J. Scaffolding practices that enhance mathematics learning [J]. Journal of Mathematics Teacher Education. 2006, 9-52.

[2] Piaget, J. Equilibration of Cognitive Structures. New York: Viking Press, 1997.

[3] Vygotsky, L. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.