¹Dr. S. Karthik Kumar, ²Dr. P. Thiyagarajan

¹Associate Professor of English, Department of English Annamalai University Chidambaram Tamil Nadu, India
²Assistant Professor of English, Rajah Serfoji Government College (Autonomous) Thanjavur-5. Tamil Nadu, India

DOI : https://doi.org/10.47191/ijsshr/v7-i11-34

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ABSTRACT

This paper attempts to highlight the importance of Scaffolding concept in L2 writing. As writing requires complex psycholinguistic skills it is necessary study writing to come out with new insights. A number of studies have highlighted the importance of learner scaffolding. This paper tries to answer the following research question. How does scaffolding concept in L2 writing, enhance the writing ability of the target group of learners?It touches upon a number factors that affect L2 writing. Besides, the paper makes use of scaffolding frame work with regard to four major components namely, content knowledge, context knowledge, process knowledge and linguistic knowledge and finally it reveals the indispensable role of scaffolding framework in L2 writing context.

KEYWORDS:

Scaffolding concept, psycholinguistic skill, content knowledge, context knowledge, process knowledge, linguistic knowledge.

REFERENCES

1) Applebee, A.N. 1986. ‘Problems in process approaches: Towards a reconceptualization of process instruction’ in A.R.Petrosky and D. Bartholomae(eds.) The Teaching of Writing.85thYearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

2) Cazden,C. 1983. ‘Adult assistance to language development: scaffolds, models and direct instruction’ in R.P.Parker and F.A.Davies (eds.) Developing Literacy.Delaware: International Reading Association.

3) Reid,J. 2001.Writing in Ronald Carter and David Nunan (eds.) Teaching English to Speakers of Other Language. Cambridge University Press.

4) Tribble,C. 1996. Writing.Oxford University Press.

Volume 07 Issue 11 November 2024