IMPLEMENTING SCAFFOLDING TECHNIQUES IN SECOND LANGUAGE ACQUISITION
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Scaffolding, Second Language Acquisition (SLA), Zone of Proximal Development (ZPD), Language Teaching Strategies, linguistic Support, Teacher-Student Interaction, Learner Autonomy, Classroom Techniques, ESL Pedagogy, Educational Psychology##article.abstract##
Scaffolding, based on Vygotsky’s sociocultural theory and the principle of the Zone of Proximal Development (ZPD), is an essential instructional method in second language acquisition (SLA). It consists of offering temporary, adjustable assistance that allows learners to tackle tasks they are unable to manage on their own. This article examines the theoretical underpinnings of scaffolding, classifies its different types—linguistic, cognitive, interactive, visual, and procedural—and considers how these can be utilized to support learners' growth in speaking, listening, reading, and writing skills. Additionally, it outlines the advantages of scaffolding, such as encouraging learner independence, alleviating anxiety, and enhancing linguistic skills, while also addressing the practical difficulties educators encounter during its application. The article concludes by underscoring the significance of intentional scaffolding in promoting effective and inclusive language teaching methods.
