Multi-Tiered Scaffolding and Scaffold Fading in Teaching Chinese as a Second Language: Effects on Oral Proficiency and Pragmatic Adaptability
While instructional scaffolding is widely recognized in Second Language Acquisition (SLA), its synchronous integration and the subsequent effects of scaffold fading in Teaching Chinese as a Second Language (TCSL) remain underexplored. This study proposes and empirically validates a multi-tiered scaffolding model—comprising linguistic, practice, and experiential scaffolds—tailored for TCSL oral instruction. A quasi-experimental, mixed-methods design was […]
