A Research On The Application Of Scaffolding Instruction To English Reading Teaching In Senior High School

As the main channel for people to obtain information and improve the reading competence,reading plays an important role in various language skills.Therefore,reading instruction is the central task and important part for English teachers and students.With the continuous development of the new curriculum reform,researchers are actively trying to use various theories to conduct English reading instruction in senior high school in order to improve the quality of English reading instruction andthe ability of students' reading comprehension.At present,the current situation of English reading instruction in senior high school is not optimistic.Many English teachers concerned that how to combine the theory with practice in Englishreading instruction effectively.Scaffolding Instruction,one of mature teaching model,has become a hot research topic of foreign language instruction.This study takes the Grade one students in NanChongSenior high school as research subject.These students were classified into experimental class and controlled class.And in the research,the author made a comparative analysis between the two classes' test scores of reading and performance in questionnaire and collected these data,trying to answer three research questions: First,what is the effect of the application of scaffolding instruction on students' reading comprehension ability? Second,what is the effect of the application of scaffolding instruction on students' reading strategies? Third,what's the students' feedback to the Scaffolding Instruction?In order to answer these questions,the author used testing,questionnaire and interview as the research instruments.And at the same time the author collected the related research in the world and theoretical basis about this study,and analyzed the data based on students' scores and questionnaires by SPSS,hoping to give some meaningful inspirations to English reading teaching in senior high school.According to the analysis in the research in this study,we have got some research results: after a one-semester research,the scores of experimental class students were much higher than that of controlled class students and the students in experimental class had a better English reading strategy and they were more likely to use this strategy into their English reading process.What's more,during the process,the author also prepared an interview for students to know about their feedback to scaffolding instruction and had got the result that Scaffolding Instruction can motivate students' interest of English learning and improve their learning confidence.It was popular in senior high school students.At last,based on these analysis and results,this thesis gives some implications for the future high school English reading teaching: teachers should pay attention to develop students self-study ability,actively use Scaffolding Instruction into English reading teaching according to teaching reality,and guarantee the systematization and consistency of the five steps in Scaffolding Instruction.