A Study On The Application Of Multimodal Scaffolding Instruction In Senior High School In English Grammar Teaching

In China, the importance of grammar teaching has been paid m uch attention to, and grammar teaching is also a significant part of hi gh school English teaching. Two bad tendencies exist in current high sc hool English gramm ar teaching: laying particular stress on g rammar teaching and adv ocating desalinating grammar. These two kinds of grammar teach ing models not only ignore studen ts’ subjectivity in learning but also neglect the necessity of grammar teaching in high school. Based on V ygotsky’s Zone of Proxim al Development theory, Bruner and others formally put forward the term “scaffolding” in 1976. Scaffolding originally refers to the scaffold that erects on the outside of the building an d helps to construc t the building. Then the concept “scaf folding” is introduced into education. Scaf folding instruction refers to the s upport that the teacher of fers to the students through instructional design in the process of learning, ba sed on the dif ference between students’ existing developm ent level and pot ential development level. “Multim odal Pedagogy” based on th e theory of multimodal discourse analysis is a brand-new teaching principle that is put forward by the “New London Group” in the 1990 s. This principle advocates using multimodality to stimulate students’ various senses in order to prompt them to actively participate in teaching activities, enhance their m emory and realize multiple ability enh ancements. Applying m ultimodal scaffolding instruction to grammar teaching in senior high school, on the one hand, can make use of the cha racteristics of scaffolding instruction to m obilize students’ initiative, to improve students’ participation in classr oom teaching, to in crease the proportion of direct experience in s tudents’ cognitive construction and to prom ote students’ ability of cooperative learning; on the other hand, can make use of multimodality to perform multi-sensory stimulation on studen ts to stim ulate students’ interest in learning, to enhance students’ memory, and to improve th e comprehensive quality of students. It can be said that it is of great importance to apply multimodal scaffolding instruction to grammar teaching in senior high school.The purpose of this re search is to investigate the ef fectiveness of multimodal scaffolding instruction to grammar teaching in senior high school, which is to improve the effectiveness of high school grammar teaching. In this research, the author selects two parallel classes from No.2 Middle School of Fechcheng as research objects, one is the experimental class which is taught by multimodal scaffolding instruction method for 16weeks; the other is the control cla ss which is taught by traditional teaching method for 16 weeks. The grammar item taught in these two cla sses is attributive clause. In the experim ent, the author us es pre-test, post-test, questionnaire and interview to collect data, and the relevant data are discussed and analyzed by SPSS.The experiment results indicate that applying multimodal scaffolding instruction to grammar teaching in senior high school is applicab le and feasible, which can stimulate students’ interests in learni ng grammar, cultivate stud ents’ autonomous learning ability and improve students’ grammar achievements.