Chet tillar fakulteti ingliz tili kafedrasi

Scaffolding
a supporting framework
Task dependency	linking and building one task to another
Recycling	reintroducing language items
Active learning	acquiring language through using it
Integration of form and function	showing the relationship between form and meaning
Reproductive and creative language use	graduating from copying language to creating language by oneself
The place of reflective learning	asking "why are we doing this" to provide insight into the learning process

Scaffolding principle. A 'scaffold' is a supporting framework. An important function of the classroom is that it should provide a supporting framework within which learning can take place. Scaffolded learning can take many forms. For example, you might pre-teach some key vocabulary items needed during a listening or reading lesson. Alternatively, you might do some brainstorming to remind learners of what they already know of a topic before a lesson on that topic.
Recycling Principle The analytical approach is based on the assumption that learning is not an all-or-nothing process – that learning is piecemeal and inherently unstable (Nunan, 1999). If it is accepted that learners will not achieve 100% mastery the first time they encounter a particular piece of language, then it follows that they need to be reintroduced to these items over a period of time.
This recycling allows learners to encounter target language items in a range of different contexts. In this way they will see how a particular item functions in conjunction with other closely related items in a linguistic 'jigsaw puzzle'. They will also see how it functions in relation to different content areas. For example, they will come to see how 'expressing likes and dislikes' and 'yes/no questions with do/does' function in a range of content areas, from the world of entertainment to the world of food.