A Study On Scaffolding Instruction Applied On Interpreting Teaching

As a brunch of Social Constructivism Teaching Theory, Scaffolding Instruction receives great attention from educators and scholars, both in China and abroad. Differing from other teaching theories, Scaffolding Instruction is grounded by the ZPD theory. According to the current developing level of the learners, Scaffolding Instruction builds framework of knowledge and skills, initiates independent exploration and cooperation of the learners, and makes effects for evaluation. In this study, the author will explore about the feasibility of Scaffolding Instruction which applied in English interpreting teaching. In light of literature review, a systematic theoretical summary of Scaffolding Instruction will be presented in this study. The author will analyze the theory foundation of Scaffolding Instruction which applied in interpreting teaching, upon which an empirical study will be conducted. Two classes(grade 2) of the Collage of Interpretation and Translation of SISU(Sichuan International Study University) are chosen for the empirical study which lasts for a half semester, one is experimental group and the other is control group. In the empirical practice, the author presents the suitable scaffolding models and teaching principles, which could be summarized into Interpreting Scaffolding Instruction, including 5 links(Scaffolds Building, Situation Creating, Independent Learning, Collaborative Working and Effect Evaluating), 4 factors(situation, Collaboration, Conversation and Sense Construction) and 3 stages(Preparation before Interpreting, Performance during Interpreting and Evaluation after Interpreting). This empirical study takes interpreting tests, classroom recording and interview as experimental instruments, and through SPSS(19.0) software the collected data will be analyzed. The findings and results of the empirical study showcases that Scaffolding Instruction has great effect on strengthening learners’ interpreting competence, optimizing class atmosphere, increasing learning interest and confidence and training learners’ independent exploring ability. At the the end of the study, the author gives a conclusion of the study, in which the major findings and experimental limitations will be generalized, and the suggestions for further researches will be issued.