Production of academic texts and project-based instruction: the functions of linguistic scaffolding

  • Ana Jovanović University of Belgrade
Keywords: academic literacy, autonomy, constructivism, scaffolding, Spanish as L2

Abstract

In line with the constructivist paradigm, L2 teaching is more successful when it accommodates the individual characteristics and needs of the learner. In this paper, this is explored in relation to research projects completed by the students of an elective course Learning strategies in L2 learning. Following the model of project-based instruction, the students are stimulated to choose a topic of their interest and to complete an independent research project to be presented in the form of an academic paper. During this process, a number of didactic tools are provided as scaffolding in order to guide them through the learning process. Here, we explore the role of these didactic solutions and their perception by the students who participated in this qualitative action research project. The results reveal a dynamic between the creation of the academic text, the feedback, and the development of autonomy.

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Published
2017-12-08
How to Cite
Jovanović, A. (2017). Production of academic texts and project-based instruction: the functions of linguistic scaffolding. Verba Hispanica, 25(1), 341-356. https://doi.org/10.4312/vh.25.1.341-356
Section
Didactic