An Empirical Research On The Application Of Scaffolding-Context Teaching Model To English Grammar Teaching In Junior High School

As the structural framework of language,grammar is an important part of English teaching.At present,grammar teaching in junior high schools still encounters some problems,such as the lack of real contexts in classes and the students’ passive acceptance of grammatical knowledge.Although scholars at home and abroad have explored scaffolding instruction,the studies on the application of scaffolding instruction to grammar teaching is still in the minority,and less attention is paid to learners’ feedback and communicative ability.Therefore,this thesis proposes the “Scaffolding-Context”teaching model based on the scaffolding instruction and the context theory,and introduces this model in the grammar classes of junior high school(in classes of Grade Seven in a training school)to investigate whether it helps to promote students’ mastery of grammar and communicative ability,and to arouse their learning interest.This study adopts research methods such as literature survey,questionnaire survey,English grammar tests and interview method.After a three-month experiment with data collection and analysis,the findings of the study are as follows.First,students in the experimental class have gained better understanding and mastery of knowledge;second,the model can promote students’ use of grammatical knowledge;third,the model highlights the students’ status in learning,and improves their learning interest and the classroom initiative.