The Application Of Scaffolding Instruction To The English Grammar Teaching

A long-term attention has been paid to the importance of grammar. The main patterns in middle school examinations are multiple choices and writing tests based on grammar. For many middle school students, whether they can get a high score has a close relationship to their grammatical capability. The starting point of this paper is to guide teacher how to stimulate students’ initiative, give correct guidance,summarize and use the grammatical rules flexibly.At the beginning, the background knowledge and significance of scaffolding instruction has been introduced, aiming to raise reader’s thinking. Then, it presents the status of scaffolding theory at home and abroad, and further explains the key content of the instruction: namely, helping students to construct new knowledge through the forms of situation、cooperation and conversation. The feasibility of combining the grammar teaching and the scaffolding theory has been presented in a brand new perspective. Before the experiment, two classes, at the same level, are selected to join in three months empirical research. Scaffolding Teaching method has been used in experimental class while the other class has been adopted the traditional 3P teaching method. It comes to the conclusion that the new method is good for middle school student’s grammatical learning by explaining the specific case and analyzing the data in after-class test. After the experiment, several enlightments and suggestions about scaffolding instruction are presented, namely, predicting the potential problem; paying attention to the involvement of students; creating abundant situations; analyzing teaching materials and methods.It is important to note that the scaffolding instruction applied in grammar teaching is not widely enough, so teachers should better consider the teaching design in depth, striving to reflect the principles of scaffolding theory, trying to insist on student-centered concept and combining theory with practice from reality. In the end, it is hoped that this paper will particularly make certain references and contribute to promoting the grammar teaching in middle school.