The Construction of Multiple Instructional Scaffolds in College English Writing Teaching Based on Continuation Theory

DOI

10.2991/iccessh-19.2019.162How to use a DOI?

Keywords

scaffolding instruction; multiple instructional scaffolds; continuation task

Abstract

The improvement of college students' writing ability has proved the effect of the “continuation theory” and the continuation tasks by Professor Wang Chuming and his team through a large number of empirical studies. Based on their research, this thesis attempts to explore the construction of multiple instructional scaffolds under the guidance of the “continuation theory” in the applied college. According to students’ current situation, the reasonable use of multiple instructional scaffolds could heighten the effect of the continuation task on second language learners’ written accuracy, complexity, and effectively improve their English writing ability.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Jia Li
PY  - 2019/07
DA  - 2019/07
TI  - The Construction of Multiple Instructional Scaffolds in College English Writing Teaching Based on Continuation Theory
BT  - Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)
PB  - Atlantis Press
SP  - 725
EP  - 728
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccessh-19.2019.162
DO  - 10.2991/iccessh-19.2019.162
ID  - Li2019/07
ER  -