A Study On Improving Senior School Students’ Writing Ability By Applying Scaffolding Instructional Model In English Teaching

A language is a tool by which people communicate with others and the purpose of language learning is to cultivate learners’ ability to use language for communication. With the globalization of economy and culture, mastering English has become the inevitable trend in current social development. English communication competence is playing an increasingly significant role in different fields. English writing, as an important part of communicative competence, is one of the vital indicators to measure learners’ comprehensive language application ability. English writing teaching is undoubtedly the most crucial thing in English language teaching of high schools. But it is an indisputable fact that there exit some problems to be settled in English writing teaching, because English writing considered as a weak link of students’ English study should be paid special attention to. But few researches have been made.In this paper, the author analyses problems existing in English writing teaching from two aspects, namely, problems of teachers’ teaching and students’ writing. Because of its lack of learning language environment and guidance of writing skills, boring teaching approaches, traditional writing teaching mode fail to excavate the potential of students’ writing and stimulate students’ writing enthusiasm, so it is difficult to achieve the goal of improving the students’ writing ability. In our daily teaching process, some teachers are attempting to apply Scaffolding Instructional Model in English writing teaching practice. So the specific steps guided by Scaffolding Instructional Model in English teaching are fully explored in this paper. Teachers help students reduce the fear before writing, and improve the motivation of writing by teachers’building scaffolding for the students. At length, the purpose of improving their writing ability is achieved.The thesis carried out an investigation in Jiang Xia No.1 Middle School of Wuhan, Hu bei Province. To verify the following two questions:(1) Compared with the teaching methods of traditional writing, is writing teaching method based on scaffolding theory more effective to improve the students’English writing level?(1) Compared with the traditional writing teaching methods, is Scaffolding Instructional Model more effective to stimulate the students’writing motivation, the students’ interest in writing and writing competence?Two intermediate classes of Grade Two are chosen as the subjects for the research, each with 50 students aged 17 on the average. The Scaffolding Instructional Model is applied to the experimental group as the main method, while the control group still adopts the traditional ways of writing teaching. Two writing tests are given to each group before and after the experiment with the same questionnaire following each test.After 10 months of study, the results confirmed the hypothesis before the experiment. That is to say, compared to the traditional writing teaching method, applying the scaffolding instruction in high school English writing teaching can inspire the enthusiasm of students’writing and improve their English writing level and ability. But in the process of practical operation, teachers have some difficulty in carrying out teaching practice, and many problems arise. In the future experiment research new task will be faced by all the teachers, such as to explore the effectiveness of establishment situation, when to provide timely and necessary support to help, how to use the evaluation way to encourage students to discuss, cooperation study and so on.