The Role of Zone of Proximal Development in the Students’ Learning of English Adverbs

Abstract

The Zone of Proximal Development (ZPD) first articulated by the Soviet psychologist Lev Vygotsky. It is the difference between what a learner can do without receiving any help and what he can do after receiving help. Not much research has been conducted in the role of ZPD and the students' learning of learning English grammar. This study attempts to investigate ZPD in the realm of teaching English adverbs. For this purpose, 86 students studying in grade one of high school were selected. They were randomly divided into three groups, i.e., a control group, a ZPD error correction experimental group and a non-ZPD error correction experimental group. During a four-week period, certain units from Book One of High School, in which English adverbs had been covered, were taught. The first test was administered to see the possible differences between ZPD and non-ZPD groups. Then, after six weeks, the second test was used to investigate whether teaching within the frameworks of ZPD leads to better long-term retention. It was found that students learn better and deeper if they are taught English adverbs, within their ZPD. Learning is significantly enhanced when the class atmosphere is in a cooperative and supportive mood.