The Application Of The Scaffolding Instruction Model In High School English Writing

Writing is not only a complex process of language output but also a linguisticinternalization and creative activity. Writing gives expression to students’comprehensive ability. It’s considered to be one of the most important parts of EFL.However, nowadays, the writing ability of senior middle school students isdisconcerting. The teaching of writing in middle schools is also a weak link oflanguage teaching. The bracket under the theory of Constructivism means toconstruct a kind of conceptual frame work to help students study independently andto realize the knowledge construction.The writer of this thesis tries to apply the Scaffolding Instruction Model to theprocess of writing teaching after doing a close research on the relationship ofScaffolding Theory and the Zone of Proximal Development. The writer also points outthat teachers should offer support to students on vocabulary, background knowledge,sentence structures and the frame of a thesis when they are writing. There’s also alesson of writing in this thesis as an example. In the writing class we investigate theconcrete steps of applying the Scaffolding Instruction Model to teaching. Then collectdata of students’ test marks before and after the experiment. After comparing andanalyzing the data, we can see the advantages and disadvantages of applyingScaffolding to English writing teaching clearly. We can also know what needsimproving in the coming teaching. The author of this thesis hopes to change thesituation of present writing teaching and improve the teachers’ teaching concept andimprove students’ writing skills so that we can improve the students’ writing ability inour daily teaching. It is expected that this research has a great positive effect on ourEnglish teaching.