代写论文：脚手架技术
Safa & Rozati(2017)的研究工作集中在第二语言学习的脚手架的有效性上。作者利用脚手架技术进行了实证研究，以了解其影响。90名学生被选自中级学习水平，并被分配给实验组和对照组。在被分配给不同小组的90名学生中，他们被要求在不同的理解研究中接受治疗。专家同行协助实验组。两个实验小组的存在。控制组没有脚手架方案来帮助他们。对差异和研究改进的分析表明，在中级学习者有支架支持的情况下，他们能够显示出更多的改进。与对照组相比，他们的理解策略更发达。
代写论文：脚手架技术
理解任务对于学生来说往往是困难的，因为英语不是他们的主要语言。听和理解的本质是复杂的，因为它依赖于语言作为最基本的技能之一。第二语言学习者所遇到的问题是基于他们如何接近语言，他们自己的口语熟练程度。此外，一些其他非语言相关的元素，例如他们的注意力跨度，与他们正在学习的东西，教学材料的形式或用于教学的方式等有关。不同的脚手架技术的有效性已经在修订研究中被确定为依赖于上下文。例如，一个伊朗的第二语言学习者需要不同的脚手架来帮助其他学习背景的学生。
代写论文：脚手架技术
The research work of Safa & Rozati (2017) focuses on the effectiveness of scaffolding when it comes to second language learning. The authors made use of the scaffolding technique in an empirical study to understand the effects. Ninety students were selected from the intermediate learning levels and were assigned to an experimental group and a control group. Of the ninety students assigned to the different groups, they were made to take up treatment sessions in different comprehension studies. Expert peers assisted the experimental group. Two experimental groups existed. The control group had no scaffolding scheme to help them. An analysis of the variance and study improvement showed that where the intermediate level learners had scaffolding support, they were able to show increased improvement. Their comprehension strategies developed more compared to the control group.
代写论文：脚手架技术
Comprehension tasks are often difficult for students when English is not their main language. The nature of listening and comprehending is complex given that it is reliant on language as one of the most fundamental skills. Problems that second language learners have are based on how they approach the language, their own oral proficiency in their language. In addition, some other non-language related elements such as their attention span with respect to what they are learning, the form of instructional materials or modalities used for teaching hem and more. Efficacy of different scaffolding techniques have already been identified in revision research works as being dependent on the context. An Iranian second language learner for instance will need different scaffolding for students from other learning backgrounds.
