A Study On The Application Of Scaffolding Instruction With CALL To English Reading Teaching In Junior High School

For a long time,traditional English reading teaching has generally adopted the teaching model of “word-sentence-discourse”,with text translation as the mainstay and grammar explanation as the supplement.Teachers occupied a dominant position in the classroom while students only passively accepted knowledge.Therefore,there was pretty little interaction of teacher-student and student-student in class.Under this kind of teaching mode,not only did students lose interest in English reading,but also a series of problems such as poor reading performance and weak reading ability appeared.What’s worse,they could not meet the requirements of the reading ability for junior high school students.According to The Compulsory Education English Curriculum Standard（2011）,junior high school students are required to reach the goal of five-level language skills.These requirements mainly include the following points.For example,junior high school students are supposed to infer and understand the meaning of new words on the basis of the context and word formation.And students are able to understand the logical relationship between sentences in a paragraph and they can find out the topic of the article.So it is urgent to explore a new reading teaching model to replace the traditional one.Among many teaching modes,the Scaffolding Instruction with CALL（Computer Assisted Language Learning）teaching model has attracted more and more attention.The reason is that this teaching model pays attention to students’ dominant position and meets the requirements for the new curriculum standards.Therefore,this study attempts to apply the Scaffolding Instruction with CALL to junior English reading teaching and further to explore the impact of this teaching model on students’ English reading interest and reading ability.This research mainly aims to explore the following three questions: 1.How to apply Scaffolding Instruction with CALL to English reading teaching in junior high school? 2.What’s the impact of Scaffolding Instruction with CALL on the English reading interest of junior high school students? 3.What’s the impact of Scaffolding Instruction with CALL on the English reading ability of junior high school students?Based upon the questions described above,the researcher carries out one-semester action research.The research participants are 43 students at a junior high school in Linyi city.The research instruments mainly include questionnaire,reading test and interview.The researcher conducts a questionnaire and a reading test before and after the action research.After the two rounds of action research,the researcher interviews the research participants in order to draw more scientific and effective conclusions.The main conclusions are as follows.Firstly,the researcher explores the teaching model of Scaffolding Instruction with CALL in the junior high school.In the English reading class,the teaching steps of building up scaffolds,getting into the context,exploring by students themselves,cooperative learning,evaluation and reflection are followed.Secondly,the application of Scaffolding Instruction with CALL in the junior high school can not only make students have positive feelings about English reading,but also improve their interests of English reading.Thirdly,this teaching model can also help students master certain English reading skills and strategies,so as to improve students’ English reading ability and enable students to make reasonable inferences and predictions on the basis of an overall grasp of the reading materials.In addition,the researcher puts forward some teaching suggestions on the application of Scaffolding Instruction with CALL in the junior high school English reading teaching.In the future teaching process,firstly,teachers need to constantly improve teaching ability,master the specific teaching steps of this teaching method;secondly,teachers should pay attention to the construction of appropriate scaffolds for students,and strive to create students’ ZPD（the Zone of Proximal Development）;finally,teachers are supposed to use clear instructions in the reading process and encourage students to actively participate in classroom interaction.