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https://files.eric.ed.gov/fulltext/EJ1435031.pdf
Teachers' Means of Scaffolding L2 Learners' Pragmatic Production in Online Instruction.
✅Authors
Sama Ghadiri, Zia Tajeddin, Minoo Alemi
✨Publication date 2024/7
✅Iranian Journal of Language Teaching Research
Volume 12
Issue 2
Pages 19-38
✅Publisher
Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran
✅Description
Scaffolding is a contributing factor to the effectiveness of pragmatic instruction. Although there is a large body of research on the means of scaffolding in second language teaching, research on scaffolding in L2 pragmatic instruction, especially in online teaching, is still in its infancy. To bridge the gap, this study investigated the means of scaffolding (feedback, giving hints, instructing, explaining, modeling, and questioning) utilized by teachers to aid learners in producing pragmatically appropriate speech acts of request and refusal. The data from 18 hours of online pragmatic instruction to 21 intermediate EFL learners via the Skyroom platform showed that the most frequent means of scaffolding used by three teachers participating in this study were questioning and explaining. Employing questioning, teachers used display questions to guide learners toward the appropriate production of request and refusal. Moreover, explaining, as a means of scaffolding, helped learners.
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