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

As the foundation for promoting the development of speaking,reading and writing skills,English listening plays an important role in English teaching.According to the English Curriculum Standards for Compulsory Education(2022),English courses should not only help students develop their language ability,but also help students improve their learning ability,maintain their interest in learning and explore independently.Therefore,English listening teaching in junior high school should not only improve students’ English listening performance,but also cultivate students’ positive attitude towards English listening learning.However,the current situation of English listening teaching in junior high school is not optimistic.In order to cope with the high school entrance examination,many teachers adopt a single and mechanical teaching model,regardless of students’ dominant position in English learning,blindly pursue scores.This kind of teaching is not conducive to the cultivation of students’ positive and active learning attitude,but can not effectively improve students’ English listening learning ability.Based on Vygotsky’s theory of the Zone of Proximal Development,Bruner,a famous American psychologist and educator,proposed scaffolding instruction.Scaffolding instruction is a student-centered teaching method aiming at developing students’ problem-solving ability and autonomous learning ability.Based on this feature and the shortcomings of English listening teaching in junior high school,the author carried out an application research on scaffolding instruction to English listening teaching in junior high school,aiming at solving the following two problems:1.What effect does scaffolding instruction have on junior high school students’ attitude towards English listening learning?2.What effect does scaffolding instruction have on junior high school students’ scores in English listening learning?In order to solve the above problems,this study took the First Middle School of Jiujiang Jiangxi Province as an example and carried out a 17-week application experiment.In this study,100 students were selected and they were from two parallel classes in the third grade,one as the experimental class and the other as the control class.Questionnaires,tests and interviews were used as research tools.After collecting the questionnaires and tests data before and after the experimental class and control class,Excel 2010 and SPSS 26.0 were used to sort out and analyze them,at last draw conclusions.The results show that the present situation of English listening teaching in the First Middle School of Jiujiang Jiangxi Province mainly has the characteristics of mechanical and single teaching method,lack of interest and independent learning ability of students,and low scores in the listening test.Secondly,scaffolding instruction can help students arouse their interest in English listening learning,cultivate their autonomous learning ability and cooperative learning ability,so as to realize the change of attitude from passive to active.Finally,scaffolding instruction can also help junior high school students improve their English listening performance.This study provides guidance for English listening teaching in junior high school from an empirical perspective.Teachers can skillfully use the five steps of building scaffolding,creating situation,independent exploration,cooperative learning and evaluation effect to improve the effect of English listening teaching and cultivate students’ ability of independent and cooperative learning.