The Application Of The Scaffolding Instruction Into The Senior High School English Reading Teaching

As one of four basic skills,English reading not only plays an important role in the English teaching of senior high school,but is a main way of improving the English capabilities of senior high school students.Hence,it’s urgent to promote the teaching quality of English reading.However,most English teachers still teach reading with the traditional teaching method,which brings a negative influence on the efficiency.of English reading teaching and the improvement of English abilities of students.In order to get rid of disadvantages of the traditional method and promote the efficiency of English reading teaching,numerous researchers in our country keep studying various advanced teaching approaches and models.Among these teaching models,scaffolding instruction,as one of the advanced models on the basis of the constructivism and ZPD theories,attaches much attention.Since many researchers have studied the effects of scaffolding instruction,few applied this model into the real English reading classroom.Therefore,the author aims to further study the effects of scaffolding instruction and apply it into the real English reading classroom.Three research questions are addressed:(1)How does the scaffolding instruction help senior high school students develop English reading habits?(2)How does scaffolding instruction help senior high school acquire different English reading strategies?(3)How does scaffolding instruction help senior high school students improve their English reading abilities?".In order to answer three research questions,the author chose 2 classes(class 1 and 3)in a senior high school in Zi Bo city,Shandong province as the experiment class and the control class respectively.The experiment time was 3 months.All students in the experiment class were taught English reading with scaffolding instruction,while those in the control class still had English reading classes with the traditional method.Before the experiment,students in both classes took the same questionnaire and pre-test to test their English reading habits,strategies and abilities;during the experiment,students in the experiment class and the control class took English reading classes with scaffolding instruction and the traditional teaching method respectively;after the experiment,they did the same questionnaire and post-test to test whether students,especially those in the experiment class,develop good English reading habits,grasp good English reading strategies and improve English reading abilities.What’s more,students in the experiment class had the English interview.Finally,the author used SPSS.18.0 to analyze data collected from pre-questionnaire and post-questionnaire,pre-test and post-test.The research findings are as follows:(1)After the experiment,students in the experiment class guided by scaffolding instruction developed some good reading habits,which means that with the proper context,various scaffolds,self-exploration,group discussion and multiple evaluation,scaffolding instruction can help senior high students develop some good reading habits.(2)Students in the experiment class guided by scaffolding instruction acquired some useful English reading strategies and they used learned strategies while reading,which those in the control class didn’t,which proves that with the proper context,various scaffolds,self-exploration,group discussion and multiple evaluation,the scaffolding instruction can help senior high school students acquire some useful English reading strategies.(3)Students in the experiment class guided by scaffolding instruction greatly improved their English reading levels,while those in the control class didn’t,which proves that with the proper context,various scaffolds,self-exploration,group discussion and multiple evaluation,the scaffolding instruction can help senior high school students improve their English reading levels.