THE ROLE OF SCAFFOLDING IN SECOND LANGUAGE ACQUISITION.
Keywords:
Scaffolding, Second Language Acquisition (SLA), Zone of Proximal Development (ZPD), Language Learning Strategies, Guided Practice, Interactive Feedback, Communicative Competence, Linguistic Development, Language Pedagogy, Classroom InstructionAbstract
Scaffolding is a crucial instructional strategy in second language acquisition (SLA), providing structured support that enables learners to progress toward greater linguistic competence. This article examines the theoretical foundations of scaffolding, drawing on Vygotsky’s Zone of Proximal Development (ZPD) and its application in language learning. It explores various scaffolding techniques, such as modeling, guided practice, and interactive feedback, highlighting their effectiveness in different classroom settings. Additionally, the article reviews empirical studies that demonstrate the impact of scaffolding on vocabulary acquisition, grammar development, and communicative competence. The discussion also addresses challenges teachers face in implementing scaffolding, particularly in multilingual and diverse classrooms. The findings suggest that effective scaffolding not only enhances learners' linguistic abilities but also fosters autonomy and confidence in language use. The article concludes by offering practical recommendations for educators to integrate scaffolding strategies into second language instruction, ensuring a more supportive and adaptive learning environment.
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