Interaction and Second Language Development in EFL Based on Scaffolding Theory

Abstract

How to facilitate English as a Foreign Language (EFL) interaction in the classroom is one of the key subjects of current research. In this area, interactive teaching has an important impact on EFL second language development, but there are still some gaps in specific teaching methods. Therefore, the aim of this study is to explore how to effectively interact with EFL to improve their second language development under the guidance of scaffolding theory. This study examines two interactive tactics:1) stopping as a communication tactic; 2) scaffolding as an mistake treatment. Besides, this study also reviews two teaching methods including language tasks and willingness to communicate based on scaffolding theory. By analyzing the characteristics of the four strategies, the researcher tries to find out appropriate teaching strategies that could be used, targeting at improving EFL’s second language development. The study shows that error treatment and pausing can broaden EFL’s zone of proximal development (ZPD) and language tasks such as role plays and improving willingness to communicate can facilitate interaction to promote L2 development.