VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
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VŨ THỊ THU GIANG
REDUCING HIGH SCHOOL STUDENTS’ WRITING ANXIETY
THROUGH SPECIFIC SCAFFOLDING ACTIVITIES

MỘT SỐ HOẠT ĐỘNG HỖ TRỢ NHẰM HẠN CHẾ LO LẮNG TRONG
GIỜ HỌC VIẾT CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG
M.A MINOR THESIS
Field: ENGLISH TEACHING METHODLOGY
Code: 60 14 10
Hanoi, September, 2010
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES


CANDIDATE’S STATEMENT i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF ABBREVIATIONS vii
PART A. INTRODUCTION 1
1. Rationale 1
2. Aims of the study 2
3. Research questions 3
4. Scope of the study 3
5 Method of the study 3
6. Design of the study 3
PART B. DEVELOPMENT 5
CHAPTER 1. LITERATURE REVIEW 5
1.1. Writing skill in second language (L2) teaching and learning 5
1.1.1. Product writing 5
1.1.2. Process approach to teaching writing 7
1.1.3. Process vs. Product 9
1.2. Anxiety in L2 learning 10
1.2.1 Writing anxiety in L2 learning 10
1.2.2. Sources of writing anxiety 11
1.3. Scaffolding second language teaching and learning 11
1.3.1. The Zone of Proximal Development (ZPD) 12
1.3.2. The definition of Scaffolding 13
1.3.3 Features of Scaffolding 15
1.3.3.1. Extending understanding 15
1.3.3.2. Temporary support 16
1.3.3.3. Principles of scaffolding 17

3. Limitations 40
4. Suggestions for further study 40
References 42
Appendices