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e few studies on the applicationof scaffolding teaching theory to English writing teaching in high schools. Therefore,the conduct of this research has great significance. Based on literature review andteaching practice, this research applies scaffolding instruction theory to Englishwriting in high school. After that, the research data obtained is used to master thecurrent situation of high school students’ English writing and analyzed the effect ofthe application. Meanwhile, there is a certain theoretical reference value for theselection and adoption of English writing teaching strategies.

CHAPTER TWO LITERITURE REVIEW

2.1 Theoretical Basis

As for the theoretical basis of scaffolding teaching, researchers have basicallyreached a consensus that scaffolding teaching is originated from Vygotsky’s conceptof Zone of Proximal Development (ZPD) and Social Constructivism theory. Wilson(2014) believes that the theory of scaffolding depends on Vygotsky’s notion of theZPD and learning is a process that takes place in the context of social history whenpeople get in touch with peers or more experienced others.

2.1.1 Zone of Proximal Development

Based on the relationship between teaching and development, Vygotskyproposed the concept of the ZPD in 1933, emphasizing the role of adults in theteaching process. The ZPD highlights the social nature of cognitive development, therole of teaching in promoting development and the role of scaffolding in reducingcognitive load. In addition, the ZPD stresses the importance of cooperative learningand the potential of children’s development.

Vygotsky (1978) states that ZPD refers to the gap between the actualdevelopmental level and the potential developmental level of learners. He points outthat children have two levels of psychological development. The first level is theactual level of development, which refers to the level at which children can solveproblems and complete tasks independently. The second level refers to the potentiallevel of development, that is, the level at which children can complete tasks with thehelp and guidance of teachers or collaboration with more capable peers. The gapbetween the two levels is known as ZPD. Vygotsky argues that support from a morecapable partner can be given to a child within the child’s ZPD. This concept describesthe difference or the “zone” between the current knowledge of the child and thepotential knowledge achievable with the assistance of a more knowledgeable peer oradult (Liu, 2013).

2.2 Research Status and Development Trend of Scaffolding Theory

Since scaffolding theory was put forward in the 1970s, it has attracted theattention of numerous researchers at home and abroad. Successively, researchersattempt to apply it to the field of teaching and there are a lot of discussions andanalysis based on the theory.

2.2.1 Research status and development trend abroad

Research on scaffolding theory was conducted first at abroad and a large numberof foreign experts and scholars have explored it. Moreover, the application of scaffolding theory to teaching accounts for the majority and different periods havedifferent focuses. In general, the overseas research on it can be divided into fourperiods.

Research in the first period was in the 1970s, when the connotation ofscaffolding triggered heated discussions. In the c本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。