Conference Paper 〈研究発表〉第二言語習得におけるスキャフォールディングの有効性 : 日本の英語教育の場合

ヴァンバーレン, ルート

The current research discusses the effectiveness of scaffolding in SLA. Scaffolding can be defined as the support given by an instructor or peer who already has certain skills to a learner trying to acquire new skills. The supporter always needs to be aware of what the learner can already do on his/her own and what not. In order to encourage the learner’s motivation, only a limited amount of support should be given to the learner in the Zone of Proximal Development, introduced by Lev Vygotsky and situated between the zones of what the learner can do or not do alone.The research target of this study is a group of Japanese university students with limited experience in English writing. During one semester, they worked on paragraph writing as part of in- class activities. Their improvement is mainly considered in terms of word count per writing. First, the effectiveness of the scaffolding provided by the instructor will be described. The paragraph writing process introduced in steps, the visual materials used, the methods to lower the burden for the learner felt towards writing, as well as the use of feedback are explained. Next, 839 ten-minute timed writings by 177 Japanese university students are analyzed to determine what support was effective.The results indicate that the presence of visual materials and topics close to the learner’s life were effective to increase the word count per writing. Topics with a high difficulty lead to a word count decrease and a paragraph structure collapse. Accordingly, further research is needed on the effectiveness of vocabulary introduction before writing. Preliminary results indicated paragraph structure correctness is affected by the presence of visual materials, instructor feedback and class handouts. However, in future research, more detailed analysis is needed to support this claim.
中央アジア諸国日本研究カンファレンス 日程:2017年2月18日-19日 会場:カザフ国立大学東洋学部棟(アルマティ、カザフスタン)

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