An Empirical Study Of Writing Teaching In The Junior High School From The Perspective Of Scaffolding Theory

With the rapid development of society and frequent international communication, English plays an increasingly significant role in people’s daily lives. For the majority of junior high school students, it is also essential to learn English well. As an important manifestation of communicative competence and integrated skills, writing is in an important position. However, students’ writing performance is not so good and writing teaching has not received as much attention as it should has. In fact, traditional writing teaching method overlooks students’ writing interest and restrains their writing potentials. Moreover, some teachers even give the writing tasks directly to students without appropriate guidance or teaching. As an effective English teaching method, scaffolding instruction can help learners construct deeper understanding towards learning tasks through various kinds of activities.Considering this situation, this thesis aims to apply scaffolding instruction into writing teaching by means of five steps: scaffolds building, situational teaching, independent exploration, cooperative learning and effect evaluation. It attempts to explore whether scaffolding instruction has influence on students’ writing abilities, writing interest and cooperative consciousness. Through the five-month experiment and data analysis, we can draw a conclusion that the scaffolding instruction can help students improve writing abilities, stimulate writing interest and enthusiasm. What’s more, group-based writing teaching is helpful to promote students’ cooperative consciousness. However, due to the limitation of time, individual differences and other factors, the study has some limitations to be improved. It is hoped that this empirical study can serve as a reference for the development of scaffolding instruction and writing teaching.