The Effects Of Mixed Scaffolding On Language Development In Teaching Chinese As A Foreign Language

In the second language classroom teaching,how to promote the language development of learners has always been concerned.In recent years,due to its rich theoretical foundation and high practical value,scaffolding has received a great deal of attention in educational research over the past few decades.At present,the academic researches on scaffolding is mainly carried out from the theoretical and empirical aspects.The theoretical part focuses on the closely related areas of the Zone of Proximal Development,the form and function of scaffolding,etc.,while the empirical part focuses on the construction of effective scaffolding and factors related to its effectiveness.The observation method and interview method are used to conduct case studies of scaffolding.However,the existing domestic and foreign scaffolding studies mainly use English as the second language,and there are relatively few scaddolding studies using Chinese as the second language.In addition,there are relatively few studies on the dynamic interaction of different scaffolding in classroom teaching environment.In view of this,on the basis of the existing theoretical and empirical research results,this paper will carry out a study on whether the mixed scaffolding plays a role in the development of learners’ language development,what role it plays and the related factors,and explore how to optimize the construction of the mixed scaffolding and other issues.The whole study mainly focused on qualitative research,using action research,microgenetic method and interview,aiming to deeply explore the practical application of mixed scaffolding in second language classroom teaching.Among them,action research is divided into three stages,focusing on the effect of mixed scaffolds on learners’ language development process,and thus improving and adjusting the construction process of mixed scaffolds.The microgenetic method mainly observed the dynamic change of learners’ language level under the action of mixed scaffoldding.Semi-structured interviews confirm and supplement the research results and findings.This effectiveness of scaffolding was based on quantitative and qualitative data of action research at each stage.The results showed that in the classroom teaching environment,the dynanic scaffolding played a positive role in promoting the language development of learners.Both the teacher scaffolding and the peer scaffolding could give feedback and demonstration,but in the hybrid scaffolds,the two functions played different primary and secondary functions,and the same function had different forms.The application of mixed scaffolds can effectively alleviate the limitations of the role of a single scaffolding in the classroom teaching environment.For example,too many scaffolds built by teachers are not conducive to learners’ language internalization process,and peers are unable to provide or confirm feedback information due to the language limitation.At the same time,it was found that the interaction mode of both scaffolding,the internal structure of the scaffolding,and the teachers’ classroom teaching and classroom management ability were the three major factors affecting the learning promotion effect of mixed scaffollding.Therefore,to give full play to the learning promotion function of scaffold,on the one hand,teachers need to play a leading role in the hybrid scaffold;on the other hand,learners’ subjective initiative in the construction process needs to be mobilized.