An Experimental Study On The English Listening Teaching In High School Based On Scaffolding Instructional Model

This thesis is an experimental study on the English listening teaching in High School based on the scaffolding instructional model.In nowadays, not only the students but also the teachers find that learning and teaching English listening is more difficult than other three basic skills in learning language. Most of the students don’t pay their attention on English listening study and hardly have interests in listening and the listening ability of the students is rather weak.As a result, the teaching approach for listening comprehension also does not work effectively in practical class. In order to help our teachers achieve the general objective of the New Curriculum Standard and stimulate students learning motivation and their ability on using language, it becomes very important for us to use effective approaches in listening teaching to solve these problems as soon as possible.Based on Constructivism, the scaffolding instructional model provides us a new teaching idea which was originates from Vygotsky’s theory of the zone of proximal development(ZPD). In this idea, it guides learners to construct knowledge actively and then achieve higher level according to their practical level. Some achievements have been made by applying the scaffolding instructional model into different English learning field. By using this approach, students could construct a knowledge framework and builds a bridge between the new knowledge and the old one and helps arousing their interest in English learning and also leave assistant to develop their ability of autonomic learning and studying.Therefore, the idea of this thesis is to apply the teaching model into practical listening teaching class to explore how the scaffolding instructional model can improve students’ listening scores compared with the traditional model and stimulate students’ motivation and their learning ability on listening study. Based on the above background information, the following two questions will be discussed in this thesis:1) Is the scaffolding instructional model more effective than the traditional teaching in improving the English listening scores of senior high school students?2) Can scaffolding instructional model stimulate effectively on students’ interests and motivation in learning English listening?In order to answer the above questions and explore whether the scaffolding instructional model has effectiveness in helping English listening teaching andcreative students’ learning motivation, the author did a teaching experiment in Xi’an Yucai High School, Shaanxi. In the experiments, Class 3 is the experimental class and Class 6 is the control class. The scaffolding instructional model was used in the experiment class to help with the English listening teaching while the control class still teaching in the traditional way. Both classes are required to do a pre-test of English listening before the experiment and a post-test and questionnaire after the experiment. After the experiment, the data from the tests and the questionnaires was analyzed and discussed. The data which was analyzed from the experimental illustrates that the application of the scaffolding instructional model in English listening teaching in High School is more effective than the traditional teaching mode.The scaffolding instructional model not only could stimulate students’ interest and confident in listening learning but also can help them get more improvements in listening study.