The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development ...The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development of the two concepts,some scholars have misunderstood them,resulting in the two being mistaken for similar concepts and therefore often confused.Professor James Lantolf from Pennsylvania State University(State College,USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies(Dalian,China) and provides an indepth analysis of these issues.The interview begins with the theoretical roots,connotations and definitions of the ZPD and scaffolding concepts,and then unravels the story of how they have been“mistakenly loved for life”,and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.展开更多
This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collab...This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners＇ production of appropriate grammatical forms. The findings advocate the presence of the teacher （or tutor） to direct learners＇ attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.展开更多
With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implicat...With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implication of peer feedback on college English teaching.展开更多
Up to now,it has been learned so many theories about second language acquisition (SLA),namely behaviorism theories,innatism theories,psychological theories,and interactionist theories.Among these theories the interact...Up to now,it has been learned so many theories about second language acquisition (SLA),namely behaviorism theories,innatism theories,psychological theories,and interactionist theories.Among these theories the interactionist theories especially Vygotsky's sociocultural theory is most in line with the real teaching philosophy.展开更多
In the past several decades,the cognitive skills in language learning have been put more attention to than emo-tions.While it should be noted that language learning often involves strong positive or negative emotions....In the past several decades,the cognitive skills in language learning have been put more attention to than emo-tions.While it should be noted that language learning often involves strong positive or negative emotions.Lack of positive emotionin language learning will lead to severe discount of the cognitive competence.This article is intended to discuss the influence ofemotion,especially self-esteem,on motivation in language learning from Schumann’s neurobiological perspective,and the implica-tion of self-esteem for language teaching—how to enhance learners’self-esteem,to promote their motivation,hence to guidethem to step into their next zone of proximal development in both academic performance and social skills and become whole per-sons responsible for our society.展开更多
Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still common...Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still commonly seen, neglecting the individual discrepancy of students. The individual discrepancy is manifested by both the congenital heredity and the acquired disposition. Supported by the Chinese traditional theory of teaching students in accordance with their aptitude and Vygotsky's "the zone of proximal development" theory, this paper illustrates the importance of paying attention to the individual discrepancy from the perspective of students' growing background and personality. In addition, standing on the point of view of relevant authority and English teacher, the author tries to put forward some countermeasures.展开更多
文摘The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development of the two concepts,some scholars have misunderstood them,resulting in the two being mistaken for similar concepts and therefore often confused.Professor James Lantolf from Pennsylvania State University(State College,USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies(Dalian,China) and provides an indepth analysis of these issues.The interview begins with the theoretical roots,connotations and definitions of the ZPD and scaffolding concepts,and then unravels the story of how they have been“mistakenly loved for life”,and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.
基金supported by"the Fundamental Research Funds for the Central Universities"(Project No.:1022759454)"the National Funds for Social Science"(Project No.:10BYY088)
文摘This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners＇ production of appropriate grammatical forms. The findings advocate the presence of the teacher （or tutor） to direct learners＇ attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.
文摘With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implication of peer feedback on college English teaching.
文摘Up to now,it has been learned so many theories about second language acquisition (SLA),namely behaviorism theories,innatism theories,psychological theories,and interactionist theories.Among these theories the interactionist theories especially Vygotsky's sociocultural theory is most in line with the real teaching philosophy.
文摘In the past several decades,the cognitive skills in language learning have been put more attention to than emo-tions.While it should be noted that language learning often involves strong positive or negative emotions.Lack of positive emotionin language learning will lead to severe discount of the cognitive competence.This article is intended to discuss the influence ofemotion,especially self-esteem,on motivation in language learning from Schumann’s neurobiological perspective,and the implica-tion of self-esteem for language teaching—how to enhance learners’self-esteem,to promote their motivation,hence to guidethem to step into their next zone of proximal development in both academic performance and social skills and become whole per-sons responsible for our society.
文摘Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still commonly seen, neglecting the individual discrepancy of students. The individual discrepancy is manifested by both the congenital heredity and the acquired disposition. Supported by the Chinese traditional theory of teaching students in accordance with their aptitude and Vygotsky's "the zone of proximal development" theory, this paper illustrates the importance of paying attention to the individual discrepancy from the perspective of students' growing background and personality. In addition, standing on the point of view of relevant authority and English teacher, the author tries to put forward some countermeasures.
