The Application Of Scaffolding Theory In Senior High School English Writing Teaching

Listening,speaking,reading and writing are the four basic skills of learning English.Writing is a very important language output skill in language teaching,which is a significant scale to measure students' comprehensive language competence.However,English writing is always a weak link of students' English study.In addition,there are still lots of problems in English writing teaching.Scaffolding theory which derives from constructivist theory and the theory of zone of proximal development plays a positive role in promoting English writing teaching.Based on these,this paper attempts to apply scaffolding theory to English writing teaching in senior high school,so as to promote students' English writing skills by providing scaffolds.With literature analysis,questionnaire and experiment,the author has carried on a empirical research in Zhangzhou No.1 Middle School from March to June in 2015.The subjects of the experiment were 100 students from two classes of Grade One.The author regards Class 15 as the experimental class,using the scaffolding theory in English writing teaching and regards Class 16 as the control class,using the traditional method in English writing teaching.This study aims to verify the following two hypotheses:(1)Applying the scaffolding theory to English writing teaching in senior high school can improve the students' English writing competence;(2)Applying the scaffolding theory to English writing teaching in senior high school can stimulate students' learning interest and improve their learning habit.The empirical instruments include two questionnaires,a pre-test and a post-test.The result of pre-test shows that there is no obvious difference between the Experimental Class and the Control Class in the English writing competence.After a term experiment,the author analyzes the collected data by Independent-Sample t-test and Paired-Sample t-test.The results show that there are great differences between the Experimental Class and the Control Class.In conclusion,applying the scaffolding theory to English writing teaching in senior high school can improve the senior high school students' English writing competence,stimulate their English interest in writing and improve writing habits.Thus,the relevant suggestions are put forward for teachers and students to improve the effeciency of English writing teaching in senior high school from the perspective of pre-class,in-class and post-class.