二语习得-支架理论与英语教学-论文.doc

杭州师范大学研究生学位课程试题及答卷二级学院外国语学院专 业学科教学研究生姓名陈缪娜学 号2013110404考试课程名称二语习得授课时间2014.2-2014.6周学时数2学分数2评语考核论题*Views on Second Language Acquisition成绩平时成绩任课教师签名：年 月 日考试成绩总评成绩注：1、本封面由任课教师填写，并与考试试题、答卷一起装订，写完评语后二周（以论文形式考试的一个月）内交二级学院研究生秘书。由研究生秘书做好成绩登记，在学期结束前，将单科成绩登记表交校研究生处。 2、*栏，以撰写论文为考核形式的填写；综合考试可不填。 3、学位课程总评成绩须以百分制计分。 4、考试答题一律使用研究生处统一印刷的“研究生课程考试答题纸”。Views on Second Language AcquisitionWe know that SLA is a fairly recent acronym and stands for the term “Second Language Acquisition. It has two meanings. First, according to Johnson, it refers to the processes by which people learn or acquire languages in addition to their native tongue. Second, it refers to the study of these processes. It is an independent field in its own right because it has its own object of study such as language learning and learners, its own scientific system of theories or methodologies and its own researchers. It is an interdisciplinary discipline in that it not only draws upon theories from a single science, but from several sciences such as sociology and psychology. SLA is both an applied science and an empirical science, as its objective is to solve practical problems in language learning and it uses experiments and quantitative and qualitative data for language research. If we learn SLA well, we can better understand and explain the complicated process of language learning and unravel the mysteries of language acquisition. They can also apply SLA research and research findings in SLA and teaching, so as to lay a good foundation for our future work, teaching English as a second language (TESL) or foreign language (TEFL).There are a lot of branches in SLA. Here, I want to talk about one theory- Vygotskys Zone of Proximal Development (ZPD). Vygotsky believes that there is a distinction between students actual levels and potential levels of development which forms the Zone of Proximal Development (ZPD) as:the distance between the actual development 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. （Vygotsky，1978）. ZPD should be given much attention because it is a kind of transition from the students potentials to actual development. Teachers should not just see the students current achievement. Instead, teachers should try to find ways and set up scaffoldings to help students fulfill their immense potential. The notion of ZPD is applied not only to teacher-student, but also student-student. Group study or pair work can also contribute to a students learning process. Through the communication and cooperation with teachers or group members, students can build up higher levels understanding towards skill or knowledge in their mind. The notion of Scaffolding instruction comes from Vygotskys concept about the zone of proximal development (ZPD). Vygotsky defines scaffolding instruction as the role of teachers and others in supporting the learners development and providing supporting structures to get to the next stage or level (Raymond, 2000). At first, scaffolding is a term used in the construction industry. Later on, it was used in the educational field to describe the effective support that teachers or peers give to the student. Students are regarded as architectures. Students learning is a process in which they constantly and actively construct themselves, while teachers teaching is a necessary scaffolding to support students to continuously construct themselves and form new capabilities. When students abilities get improved, the scaffoldings can be removed. As the delivers of knowledge, teachers give necessary guides to students, making students master and acquire the skills which can enable them to work on higher levels cognitive activities. This kind of mastery and acquisition is consistent with students age and cognitive levels. Once students acquire this kind of skills, they can adjust themselves and get promotion.There are mainly five steps in the process of scaffolding instruction. First, build scaffolding. On certain topic, teachers try to construct a conceptual framework according to the requirements of ZPD. The level of the scaffolding knowledge should be a little higher than what the students have mastered already.Second, get into context. Teachers create some situations and guide students to get into these situations. Teachers can give the students some visual and auditory stimulus or something that students are familiar with to arouse their interest. Teachers should also interact with students and give some instructive questions to encourage them to think. Third, explore independently. When students start exploring, teachers should give them some inspiration and guidance, and then make students to analyze. During the process of exploration, teachers should give students some timely hints to help students get improved along with the conceptual framework.Fourth, cooperate. Students work in a group and discuss with the group members. In this process, they can share their opinions and experience with each other. Fifth, evaluate. Evaluation towards the learning effects includes self-evaluation and evaluation from the group members. The evaluation content include self-study ability, students contribution to the groups cooperative learning and whether completing the meaningful construction of knowledge. These are the main five steps of Scaffolding Instruction. Of course there will be some adjustment according to the changes of subjects or conditions. The scaffolding instruction does not develop so well in China. It is just starting. Some educators have tried to explore and study the scaffolding instruction. However, the relative studies in China are just some implications that the scaffolding instruction modal can give to English teaching but have not done a deep research. I think if we have a new try through applying the scaffolding theory into vocabulary teaching and learning well, we can highly improve students learning efficiency. For example, group work has developed well in todays classroom teaching. Some students can not learn well by themselves. If teachers give proper guide and group members help with each other, students learning potential will be fully developed. By means of scaffolding approach, teachers can help student set up some meaningful scaffolds and encourage students to imagine, which will make vocabulary teaching and learning become much more interesting and easier. Students cooperative consciousness and abilities of solving problems can also get improved. References:1. Berk, L. E, Winsler, A. Scaffolding Children s Learning: Vygotsky and Early Childhood Education D. Washington DC: National Association for the Education of Young Children, 1995.2. Bruner, J. S. Childs Learning to Use Language M. New York: Norton,1983.3. Donato, R. Collective Scaffolding in Second Language Learning M. New Jersey: Alex Publishing, 1994.4. Hogan K, Pressley M. Scaffolding Student Learning: Instructional Approaches and Issues M. Cambridge, MA:Brookline Books, 1997.5. Jackson, S. L, Krajcik et al. Soloway, E. The Design of Guided Learner-adaptable Scaffolding in Interactive Learning Environments M. New York: Ad