Abstract
The main purpose of this study was to examine the effect of Peer Scaffolding on students’ grammar proficiency development. The recently developed model under study –Peer scaffolding- is based on Vygotsky’s and Leentevo’s Scaffolding instruction. To put the model in to practice an intervention program was designed and implemented. The program had two components Experimental and Control group .The sample consisted of 102 grade eleven students in two classes at Tillili Preparatory and General Secondary School. The classes were randomly assigned into experimental and control groups. A non equivalent group pre- test-post- test quasi experimental design was employed with 52 experimental and 49 control participants. Two grammar proficiency tests (one pre test and one post test) were designed . Both experimental and control groups were involved in similar scaffolding grammar proficiency activities for two months. The experimental group learned grammar activities using the peer scaffolding instruction. The control group, on the other hand, learned grammar the same exercise within the same period of time working with the teacher who was not trained in peer scaffolding. At the post intervention phase, the other tests followed by the social validity questionnaires were administered. The findings revealed that the Experimental group showed greater pre- to post- intervention improvement in grammar proficiency and show the intervention as socially valid. Thus, the study corroborated the efficacy of Peer Scaffolding intervention as feasible tool to enhance grammar proficiency development. Keywords : Grammar proficency,Scaffolding,Social validity DOI : 10.7176/JLLL/58-02 Publication date :July 31 st 2019
Highlights
Whenever we are dealing with the issues of second language pedagogy and learning theories, we are, partly, concerned about the grammatical aspects of the target language
As a flesh of human beings or other animals cannot stand alone without the presence and healthy system of their skeleton; in most cases a collection of content words cannot make a meaningful communication unless they are combined with the right forms and structural words
As Sysoyev (1999) quoted Encyclopedia of Applied Linguistics, “Communication cannot take place in the absence of structure, or grammar, a set of shared assumption how language works...”. This is because grammar is a means by which we organize messages to convey meaningful communication (Nuru, 1996).To emphasize this point, let us think of the proportion of English content words and structural words
Summary
Whenever we are dealing with the issues of second language pedagogy and learning theories, we are, partly, concerned about the grammatical aspects of the target language. As a flesh of human beings or other animals cannot stand alone without the presence and healthy system of their skeleton (set of bones); in most cases a collection of content words cannot make a meaningful communication unless they are combined with the right forms and structural words This is the major rationale for the inclusion of grammar in second language teaching and learning process. As Sysoyev (1999) quoted Encyclopedia of Applied Linguistics, “Communication cannot take place in the absence of structure, or grammar, a set of shared assumption how language works...” This is because grammar is a means by which we organize messages to convey meaningful communication (Nuru, 1996).To emphasize this point, let us think of the proportion of English content words and structural words. This does not mean that we have to give little attention or ignore other language skills, which are important
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