A Study On The Application Of Scaffolding Instruction To Students' Vocabulary Teaching In Senior High School

Vocabulary teaching plays an important role in senior high school English teaching.What's more,The New Standard English Curriculum requires senior high school students to master 3500 vocabularies basically,which makes the vocabulary teaching gain the high attention.However,the present vocabulary teaching situation is not satisfactory.Students lack the learning interest and the teachers can not find a more suitable vocabulary teaching method.This paper aims at improving students' learning interest and bettering the present vocabulary teaching situation.Constructivism and zone of proximal development are the theory foundations of the scaffolding instruction.The scaffolding instruction is a new teaching approach under the guidance of the constructivism theory.This new teaching approach offers students the framework for the new knowledge which can help them to have a better understanding of the new knowledge.What's more,the scaffolding instruction helps students to construct new knowledge with the help of the five steps,including constructing the scaffold,entering the situation,exploring independently,cooperative learning and the effect evaluation.In this paper,we intend to answer the following three research questions:(1)In what ways can the scaffolding instruction have influence on students' attitudes to English vocabulary learning ?(2)How can the scaffolding instruction improve the students' vocabulary learning?(3)Why is the scaffolding instruction effective in improving students' vocabulary learning?93 students in Lvshun senior high school of Dalian are the research subjects.The experimental class has 46 students,including 22 boys and 24 girls.The control class has 47 students,including 26 boys and 21 girls.Class 2 is the experimental class which was adopted the scaffolding instruction to teach the English vocabularies.While,the control class used the traditional teaching method.The two classes use the New Standard English as the teaching material.The experiment adopted the pre-test and post-test,the questionnaire and the interview as the experimental instruments.The experiment lasts for 16 weeks.The results show that students' learning attitudes has obvious changes under the guidance of the scaffolding instruction.Compared with the previous study,students' learning interest improves a lot.Through the results of the post-test we can see students from experimental class have larger amount of vocabulary than control class.What's more,students' vocabulary learning score has improved evidently.As a result,the scaffolding instruction has obvious positive influence on senior high school English vocabulary teaching.Meanwhile,it has the significant implication towards the senior high school vocabulary teaching.