A Study Of Grammar Teaching In Senior High School On The Basis Of Scaffolding Instructions

Scaffolding is a teaching method under the guidance of Constructivism.It is nothing like the traditional method.It advocates that teachers should assist students to construct and internalize knowledge,eventually achieving a higher level of cognition and arousing the learning interest.In this process,the teacher's role has changed.On the one hand,teacher can stimulate students' learning interest through various scaffolds,change the tedious learning atmosphere of grammar class and can bring students the opportunity of self-learning.Meanwhile,study is a cooperative process rather than an isolated process,which is beneficial for students.In this thesis,with the help of English songs and English movies,the author explores the teaching model of scaffolding instructions and verifies the effectiveness of scaffolding instructions in grammar teaching on the basis of theories like Constructivism,the Affective Filter Hypothesis and Krashen' s Comprehensible Input.English songs and English movies provide students with authentic English materials so that they can perceive and experience the charm and beauty of English.Consequently,students take the initiative to learn English and overcome the negative emotions.Therefore,the author carried out the empirical research with the help of songs and movies and the research questions are summarized as follows:1.Do scaffolding instructions have an effect on arousing students' interest in English grammar learning?2.Compared with PPP,can scaffolding instructions improve senior high school students' English grammar ability?3.Can scaffolding instructions cultivate the cooperation?4.What roles do English songs and films play in scaffolding instructions?In order to test the effectiveness of the scaffolding instructions,the writer did an experiment in Dalian No.103 senior high school,Liaoning Province.The students were selected from two paralleled classes in Grade two;Class 7 was regarded as the controlled Class(CC)taught by traditional PPP approach;The other one was Class 8 as Experimental Class(EC)taught by scaffolding grammar instructions.The teaching experiment lasted for nearly a term from September,2015 to January,2016 and both quantitative and qualitative methods were applied in the study.In order to better understand the grammatical level of students,pre-test was used.To obtain information about students' performance after learning grammar based on scaffolding instructions,post-test was needed.All the statistics were analyzed through SPSS and in the end,the author arrived at a conclusion that scaffolding instructions can improve senior high school students' English grammar ability.There were also questionnaires to help conclude whether scaffolding instructions had an effect on arousing students' interest in English grammar learning,whether cooperation abilities of students had been enhanced and what roles English songs and films play in scaffolding instructions.It is revealed from the experiment that scaffolding instructions have an effect on helping students arouse interest in English grammar learning.Moreover,compared with PPP,scaffolding instructions could improve senior high school students' English grammar ability and cultivate the cooperation abilities of students' learning.Besides,English songs and films contribute a lot to stimulating students' learning interest and releasing their tension in class.