Document Type : Research Paper

Authors

1 Islamic Azad University, Shahr-e-Qods Branch, Faculty of Humanities, Department of Translation Studies, Shahr-e-Qods, Iran.

2 Imam Khomeini International University, Faculty of Humanities, Department of Persian Language, Qazvin, Iran.

Abstract

In the present study, the researchers have investigated foreign language teachers’ familiarity with scaffolding techniques and where Iranian instructors have learnt such scaffolding techniques. This study follows a descriptive-survey method. For this purpose the researchers used a questionnaire of scaffolding techniques. The questionnaires were distributed among 41 instructors in three university language centers. A binomial Test was carried out to investigate the rate of Iranian instructors’ acquaintance with scaffolding. As the result of the first question showed, the majority of Iranian instructors were familiar with the scaffolding techniques and used them while teaching. Furthermore, according to the results of the second question more than half of the Iranian instructors have learnt most of scaffolding techniques in MA level. The results also clearly showed that there are weaknesses in the educational system (here MA courses) for foreign language teaching skills.

Keywords

Berk, L. (2002). Child Development (5th ed). Boston: Allyn and Bacon.
Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.)
Boston: Thomson Heinle.
Donato, R., (1994).  Collective scaffolding in second language learning. In: J. P. Lantolf (Ed.), Vygotskian approaches to second language research (pp. 33-56). London: Ablex Publishing.
Field, J. (2004). Psycholinguistics: The key concepts. London: Routledge.
Huggins, G. E., & Edwards, R. (2011). Scaffolding to Improve Reading Comprehension and to Write a Scholarly Research Paper. International Journal of Humanities and Social Science, 1 (16), 30-36.
Hui-Ling, W. (2010). Scaffolding in technology-enhanced science education. (Unpublished Doctoral Dissertation). Texas A&M University.
Iiskala,T, Vauras,M. & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1(2), 147-178.
Jalili, S. A. (2017). Assessing Advanced Persian Language Learners’ Written Production: Developing a Detailed Rubric. Journal of Teaching Persian to Speakers of Other Languages, 6(13), 29-56.
Jermann, P. (2002). Task and interaction regulation in controlling a traffic simulation.
In G. Stahl (ed.), Paper presented at the Computer support for collaborative learning: foundations for a CSCL community. Proceedings of CSCL 2002. Boulder, Co. Proceedings, pp. 601-602.
Lipponen, L. (2001). Computer-supported collaborative learning: From promises to reality. (Unpublished Doctoral Dissertation). University of Turku, Turku, Finland: Turun Yliopisto
Ohta, A. S., (2000). Rethinking interaction in SLA: developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In: J. P. Lantolf, (ed.), Sociocultural theory and second language learning (pp. 51-78). Oxford University Press.
Pata, K., Lehtinen, E., & Sarapuu, T. (2006). Inter-relations of tutor's and peers' scaffolding and decision-making discourse acts. Instructional Science, 34(4), 313-341.
Peregoy, S & Boyle, O. (2001). Reading, writing and learning in ESL (3rd ed.) New York: Addison Wesley Longman.
Poorahmadi, M. (2009). The Effect of Employing Scaffolding Strategies and
Classroom Tasks in Teaching Reading Comprehension. Journal of Teaching English as a Foreign Language and Literature, 1(3), 87-106.
Pourjamshidi, M., (2014). Scaffolding techniques and the effect of that on learning Persian language. Proceedings of the Sixth International Conference of the Learning Sciences, 310-317.
Rabari, M. N., Ameri, H., Monshizadeh, M., Golfam, A. (2018). Comparing speaking skill between normal and dyslexic students. Journal of Teaching Persian to Speakers of Other Languages, 7(15), 1-23.
Sawyer, R. K. (2006). The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.
Schumm, J.S. (Ed.). (2006). Reading assessment and instruction for all learners. New York: Guilford Press.
Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305-335.
Greene, B. A., & Land, S. M. (2000). A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web. Journal of Educational Computing Research, 23(2), 151–179.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17, 89-100.
Xu, Y., Gelfer, J., & Perkins, P. (2005). Using peer tutoring to increase social interactions in early schooling. TESOL Quarterly, 39(1), 83-99.