Influencia Del Enfoque Comunicativo En El Mejoramiento De La Expresión Oral Del Inglés En Los Estudiantes Del Cuarto Grado De Educación Secundaria De La Institución Educativa “José María Arguedas” De La Ciudad De Marcará

Tal como dicen Mehisto, Marsh & Frigols (2008:139) we can compare scaffolding with the real life when our parents taught us how to ride a bicycle. They probably prepared usby first speaking to us about bicycles and about the importance of balance. It is likely that they helped us to address our fears or to think about related dangers. Later, wewere given a tricycle, next, a bicycle with stabilizers added to keep us from falling over. And then, our parents removed the stabilizers and ran alongside us, holding the seatof the bike to keep us steady. Progressively, they would let go of the bike for a few seconds at a time until, finally, we managed to cycle proudly on our own, to the cheers ofour parents. We learnt hand in hand with our parents, slowly assuming ever greater responsibility and gaining ever greater independence.

Meaning for the individual is createdthrough a social process. ‘What and how we learn, depends very much on the company we keep’ (Gibbons, 2002). Scaffolding can be described as a partner-assisted, social ratherthan strictly individualistic learning process. It ‘leads learners to reach beyond what they are able to achieve alone, to participate in new situations and to tackle new tasks’(Gibbons, 2002).

Scaffolding helps students to access previously acquired learning, to analyse it, to process new information, to create new relational links and to take theirunderstanding several steps further. Moreover, it helps students to better understand the learning process, to build momentum, to save time and to enjoy is a sheltered learningtechnique that helps students feel emotionally secure, motivates them and provides the building blocks –such as language or background knowledge- needed to do complex work.