Investigating the Practicality of Scaffolding Model from a Psycholinguistic Perspective in English Language Teaching – Case Study: Third Year Primary School Pupils, Tiaret City

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General Introduction Chapter One: Reviewing the Psycholinguistics’ Approaches and Strategies 1.1 Introduction 1.2 Introducing Psycholinguistics Fieldwork 1.3 Psycholinguistics versus Neurolinguistics 1.3.1 Neurolinguistics 1.3.2 Psycholinguistics 1.4 Language Learning 1.5 Psycholinguistics and its Theories 1.5.1 Behaviourism Reinforcement 1.5.2 Constructivism Theory 1.5.3 Connectivism Theory 1.5.4 Cognitivism Theory 1.6 Language Processing 1.7 Language Comprehension 1.7.1 Elements of Language Comprehension 1.7.2 Disclosing the Importance of Language Comprehension 1.8 Language Production 1.8.1 The Stages of Language Production 1.9 Second Language Acquisition 1.10 Speech Language Pathology 1.10.1 Speech Disorders 1.10.2 Language Disorders 1.10.3 Social Communication Disorders 1.10.4 Cognitive Communication Disorders 1.11 Zone of Proximal Development (ZPD) 1.12 Scaffolding 1.13 Conscious Competence 1.14 Unconscious Competence 1.15 Conclusion Chapter Two: Research Methodology and Data Analysis 2.1. Introduction 2.2. Research Design 2.2.1. Description of the Participants and the Sample 2.2.2. Research Methods and Data Collection Tools 2.3. The Teachers’ Questionnaire Analysis 2.4. Observation-Based Analysis 2.5. Conclusion Chapter Three: Discussion and Recommendation 3.1. Introduction 3.2. Discussion 3.2.1 Limited Career Growth Opportunities for Teachers in School Settings 3.2.1.1 Limited Teachers Training in Certain Areas 3.2.1.2 Neglected Professional Development Needs 3.2.1.3 Inconsistencies in Training 3.2.1.4 Valuable insight for Improvement 3.2.2 Challenges Faced by Teachers Vis Overcrowded Classes 3.2.2.1 Language Acquisition 3.2.2.2 Errors Correction 3.2.2.3 Pronunciation Development 3.2.2.4 Individual Language Proficiency Levels 3.2.2.5 Language Processing Speed 3.2.2.6 Sociolinguistic Factors 3.2.3 Hyperactive and Special Needs Learners Integration 3.2.3.1 Hyperactive Pupils 3.2.3.2 Pupils with Special Needs 3.2.4 Exploring the Existence of Stereotypes and Gender Bias 3.2.5 Promoting Gender Equality 3.2.6 The Role of Scaffolding in Enhancing Learning 3.2.7 Blending Scaffolding and Inclusive Learning 3.2.8 Psycholinguistic Perspective of scaffolding application 3.2.8.1 Diagnosing Learners’ Needs 3.2.8.2 Providing Timely support 3.2.8.3 Fostering a Collaborative Learning Environment 3.2.9 The Impact of Using the Scaffolding Approach 3.2.9.1 Effective Instruction 3.2.9.2 Language Development 3.2.9.3 Active Participation and Collaboration 3.2.9.4 Individualized Support 3.2.9.5 Gradual Reduction of Support 3.3 Recommendation 3.4 Limitation of the Study 3.5 Conclusion General Conclusion

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