Perception, Practice and Progress – Significance of scaffolding and zone of proximal development for second or foreign language teachers

| December 31, 2004
Title
Perception, Practice and Progress – Significance of scaffolding and zone of proximal development for second or foreign language teachers

Keywords: scaffolding, zone of proximal development (ZPD), feedback, assessment

Authors
Guoxing Yu
Graduate School of Education University of Bristol

Bio Data
Guoxing Yu, is a Ph.D. candidate in TESOL/Applied Linguistics at the Graduate School of Education University of Bristol (UK). Prior to his Ph.D. study in 2002, he was a lecturer in Applied Linguistics in a Chinese university for over eight years. His current research interests are in language assessment and programme evaluation.

Abstract
Vygotskian approaches to second or foreign language (L2) learning and teaching have been gaining momentum in the field of L2 studies. This paper examines the significance of these approaches, especially scaffolding and the zone of proximal development (ZPD), in the perception, practice and progress of L2 learning and teaching. It also focuses on the applications of scaffolding and ZPD on L2 development in two perspectives: (i) feedback strategies in task-based language learning and (ii) assessments of ZPD and in ZPD in language teaching.

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Category: Quarterly Journal