Scaffolding is one of the key dimensions of the sociocultural theory that has been proposed in a substantial body of work as a potential metaphor for promoting second language (L2) learning. However, there is plenty of evidence that the term is misinterpreted and presents a number of epistemological problems. The first and foremost concerns the phenomenological nature of scaffolding in the sense that the original conception of the notion does not support its implication in mainstream second language acquisition (SLA) contexts. To substantiate the claim, we have proposed four underlying factors, including predictability, variability, mediation, and restructuring. The second has to do with the range of variation in the conceptual meaning of scaffolding, which normally leads to a state of confusion in the operational definition of the term in the SLA practice and research. Reviewing the texts, we have then found three fundamental points in the definitions of scaffolding, each with specific logical and methodological problems. From the above evidence, it can be argued that scaffolding is not a construct that meets the pedagogical goals of L2 learning and development. The paper then concludes that as long as the nature of scaffolding and its underpinnings in SLA are at stake, future research on the notion will most likely suffer a severe loss of pedagogical and intellectual validity.

中文翻译：

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第二语言习得中的脚手架逻辑问题

脚手架是社会文化理论的关键方面之一，该理论已在大量工作中提出，可作为促进第二语言（L2）学习的潜在隐喻。但是，有大量证据表明该术语被误解并带来许多认识论问题。从概念的原始概念不支持其在主流第二语言习得（SLA）语境中的意义上讲，第一个也是最重要的是关于脚手架的现象学性质。为了证实这一主张，我们提出了四个潜在因素，包括可预测性，可变性，中介和重组。第二点与脚手架概念意义的变化范围有关，这通常会导致SLA实践和研究中该术语的操作定义混乱。通过阅读这些文本，我们在脚手架的定义中发现了三个基本点，每个基本点都有特定的逻辑和方法问题。从以上证据可以证明，脚手架不是一种满足L2学习和发展的教学目标的结构。然后，论文得出结论，只要脚手架的性质及其在SLA中的基础受到威胁，将来对该概念的研究极有可能会严重丧失教学和智力上的有效性。可以说，脚手架不是一种可以满足L2学习和发展的教学目标的结构。然后，论文得出结论，只要脚手架的性质及其在SLA中的基础受到威胁，将来对该概念的研究极有可能会严重丧失教学和智力上的有效性。可以说，脚手架不是一种可以满足L2学习和发展的教学目标的结构。然后，论文得出结论，只要脚手架的性质及其在SLA中的基础受到威胁，将来对该概念的研究极有可能会严重丧失教学和智力上的有效性。