| As the major way of language input,reading is regarded as an important one of the four basic skills including listening,speaking,reading and writing.However,there still exist a number of problems in the current middle-school English reading teaching in China.To improve the current situation and encourage the comprehensive development of students' skills,the study applies the “scaffolding instruction” in the English reading teaching,with an attempt to enhance the students' reading skills and reading motivation.“The scaffolding instruction” is actually a teaching method,originating in the Zone of Proximal Development proposed by Vygotsky.Through literature review,this study presents a comprehensive and systematic look into “the scaffolding instruction”.The study selects two third-grade classes,Class 1 and Class 4,from Zichuan Development Area Middle School in Zibo.Class 1 is the experimental class and Class 4 is the control class.Two classes are taught by the same teacher and the student numbers and the academic performances in the two classes are close enough.The author has made a 4-month teaching experiment in the two classes.“The scaffolding instruction” was applied in the experimental class while the traditional instruction was maintained in the control class.Data was collected through tests and surveys.Then SPSS was used for the analysis of the collected reading test data and survey data.The reading test results show that “the scaffolding instruction” is effective in enhancing students' reading skills.The results of surveys show that the application of “the scaffolding instruction” in the English reading class could elevate the students' motive of reading.Because of the restrictions of multiple objective factors such as experiment duration and research conditions,this study has its limitations.But overall,the study has achieved its expected results and will offer the reference for the future middle-school English reading teaching. |
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