A Research On The Application Of Scaffolding Instruction To English Writing Teaching In Junior High School

Writing ability is one of the essential dimensions of language use.“English Curriculum Standards” points out that “writing is an important communicative way for written expression to convey information and exchange feelings,and cultivating the ability of preliminary writing is one of the purposes of English teaching.”However,the cultivation of junior high school students’ writing ability is unsatisfactory,and there are also some problems in English writing teaching,such as students’ low interest in writing,the teaching content deviating from students’ actual writing level,and the poor writing effect of students.As an effective teaching model,scaffolding instruction might help solve these problems to some extent.In this study,the author applies scaffolding instruction to junior high school English writing teaching and tries to answer the following two questions:1.From what aspects can scaffolding instruction improve writing teaching in junior high school?2.How can scaffolding instruction be effectively applied to the English writing teaching in junior high schools?The research participants of this study were from two parallel classes of Grade 9 taught by the author in Suiyang X Middle School.The author divided research participants into experimental class and control class,and conducted a four-month experimental research.Scaffolding instruction was adopted in the experimental class while traditional teaching method was used in the control class.The author adopted the methods of questionnaire,interview and tests to collect data.Through the analysis of data,the author comes to the following conclusion that: Scaffolding instruction can improve students’ interest in English writing,give full play to students’ writing potential and enhance students’ writing from vocabulary,sentence patterns,the structure of article and other aspects.In addition,through literature research and the experimental research,it can be proved that teachers can give full play to the advantages of scaffolding instruction,cultivate students’ cooperation ability better and improve the writing teaching effect by accurately judging students’ the “Zone of Proximal Development”,building scaffolds based on the teaching content and students’ learning needs,timely withdrawing the scaffolds and optimizing students’ cooperative learning.