Application Of Scaffolding Instruction In English Listening Teaching In Senior High School

Listening is not only the basic form of communication,but also the vital approach to understanding and acquiring language information.Moreover,as the basis of other language skills,listening is also the major way of exchanging information and emotion.As a significant part of English teaching,listening should be brought to the forefront by teachers.However,the unreasonable arrangements of teaching results in that the tasks are heavy but the time of English listening teaching is limited.In order to complete the numerous tasks of listening teaching,teachers in senior high schools adopt the way of increasing the number of exercises.Although the types of question are close to that in college entrance examination,the way of it is single.Furthermore,more exercises would be given to students by teachers in order to let them get satisfied scores in examination.The result of this way is obviously inefficient due to the lack of cultivation of good listening habits and mastery of useful listening skills.In terms of this current situation,a research of application of scaffolding instruction in English listening teaching in senior high school is conducted by author,which is aimed at studying the impact of scaffolding instruction on senior high school students.Additionally,the author tries to explore the following three questions:1.What are the current situations in English listening teaching and learning in senior two of Wanzhou Foreign Language School?2.How can Scaffolding Instruction be applied to English listening teaching?3.How does the Scaffolding Instruction influence students’ scores and the listening competence?With the purpose of testing the practical operability and validity,author took Wanzhou Foreign Language School as an example and chose two classes in senior two to do the contrast experiment.The experimental class was selected from these two classes,and the other was selected as the control class.The teaching experiment took up 16 weeks.In the course of the experiment,pre-test and post-test scores,pre-questionnaire and post-questionnaire of these two classes and the interview of teachers are collected by the author.Furthermore,the SPSS26.0 software was used to gather and analyze the data.Through this experiment,the findings are as follows: 1)There are some shortcomings of English listening teaching and learning that existing in senior high schools.Firstly,the teaching method and the evaluation of students’ competence are single.Secondly,students have not cultivated good listening habits and mastered useful listening skills.2)Application of scaffolding instruction can be carried out from following five steps: the first step is scaffolding according to students’ Zone of Proximal Development;the second step is entering the situation;the third step is to let students explore independently;the fourth step is to let students learn cooperatively;the last step is the evaluation.3)Scaffolding instruction is of positive facilitation to improve students’ listening scores and their listening competence especially the competence of cultivating good listening habits and mastering useful listening skills.It illustrates that there is operability and validity of the application of scaffolding instruction in English listening teaching in senior high school.Guidance for senior high school English listening teaching is provided in this study from an empirical perspective.Scaffolding instruction,based on the Zone of Proximal Development,positively influences the English listening teaching in senior high school so that teachers can use this method to improve students’ listening competence by designing scaffolding instruction experiments.Nevertheless,there are still some shortcomings of this study,which needs further discussion and improvement.