SCAFFOLDING AS AN INTERACTIVE METHOD IN TEACHING A FOREIGN LANGUAGE

Аннотация

The article discusses the concept of scaffolding, its history and application in methodology and pedagogy, as well as the main characteristics for the successful use of this technique. The detailed analysis of this technique is given in the article. The experiment is examined as an example of this technique. KEYWORDS: - Learnability, immediate development zone, scaffolding. education. The essence of vocational-oriented I NTRODUCTION education is the formation of additional professional knowledge and professionally The process of learning a language does not important qualities of the individual, consisting really depend on the supervising teacher. Much of integration with special disciplines for a depends on your relationship with the language foreign language. In this case, the foreign and learning it. It is important to remember that language serves as a means of professional it is not enough to enroll in courses and attend development, personal and professional classes to learn a language. Also, language development of students is necessary and a lessons are not enough to fill your vocabulary condition for success. and learn grammar to inspire yourself, if you don’t learn a foreign language, your future The article focuses on new interactive prospects are very bleak. Language learning approaches (especially scaffolding) to foreign means integration into another culture. language learning and teaching, which act as a means of improving professional competition. The purpose of the article. Innovative-industrial economy, informatization of society, Scaffolding was first introduced to the harmonization of educational space and radical educational process by Bruno in 1976, and then introduction of international standards are developed by Lev Vygotsky for the first time in changes in human consciousness and behavior. education with the concept and theory of the Vocational-oriented foreign language learning is "Proximal Development Zone (ZPD)" (1978). now recognized as a priority in the renewal of Scaffolding is perceived by more qualified people CURRENT RESEARCH JOURNAL OF PHILOLOGICAL 10 SCIENCES ISSN – 2767-3758 https://masterjournals.com/index.php/crjps CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 2(7): 10-09, May 2021 DOI: https://doi.org/10.37547/philological-crjps-02-07-03 ISSN 2767-3758 ©2021 Master Journals Accepted15thJuly, 2021 & Published 20thJuly, 2021 or professionals as a temporary aid to students learning have the same meaning in the literature. during the learning process (Wood, Bruner and This method is an important feature of effective Ross: 1976). teaching, in which adults change the level of assistance in response to students ’performance The proximal developmental zone (ZPD) is levels. In the classroom, scaffolding can involve defined as: the distance between the actual level the formation of skills, pointing, adapting topics of development determined by independent and materials, and a variety of activities (Kopple problem solving and the level of potential & Bredekamp, 2009). development to be determined by problem solving under adult guidance, or the level of Learning a foreign language is also associated collaboration with more capable peers. with a new language environment, the discovery (Vygotsky, 1978 p. 86). of a new cultural reality. A foreign language is just a new set of words and rules, a new world The essence of the technology is as follows: using that allows you to promote the language more, special cognitive or problem-solving tasks and and it takes time to learn the language in this instructions, the teacher is expected to discover a regard. new experience and apply it in practice in various forms. For example, it can be expressed Refer to these instructions for guidance, evaluate in the form of blocks, keys, or leading questions. the student's current knowledge and experience for the curriculum. Link content to things you To help move through the proximal already understand or can do. Use oral developmental zone (ZPD), teachers are communication and try to help students. Give encouraged to pay attention to three important them a break and more ongoing situations, give components that help the learning process: them the opportunity to use connectors. (Silver, 1. The presence of a person with knowledge 2011). and skills other than the student As far as we know, in addition to grammatical 2. Social relationships with a skilled tutor that errors in oral speech, another problem is the allow the student to observe and practice complete forgetfulness of the use of connecting their skills. words. When a student talks about a topic, the 3. Scaffolding or supportive activities by the teacher observes it grammatically, ensuring that teacher, or a peer with more knowledge to the sentences are connected and that he does not support the student. use the same kind of tenses when covering a topic. The terms scaffolding and ZPD have become synonymous in the literature. However, it sho