The Application Of The Scaffolding Instruction In Reading Teaching At Senior High School

English reading,as one of the four basic skills(listening,speaking,reading and writing)in English learning,plays a very important part in the National Matriculation English Test.Besides,it is a useful tool to get information as well as a main way to develop students'English learning ability and language applied ability.Consequently,how to improve students'reading ability has become one of the most important matters in senior high school English teaching.However,there are some problems existing in actual teaching.The teacher dominates the whole class by explaining the language points with less participation of the learners.Consequently,the current situation of English reading teaching is still not satisfactory.Faced with this situation,the research tries to find an effective teaching method which can be.applied in the practice of English reading teaching.Since American educationalist Jerome Bruner put forward Scaffolding Instruction theory in 1970s,it became a hot topic in education research in 1990s.More and more researchers pay attention to applying the Scaffolding Theory in English reading teaching.The Scaffolding Instruction is based on constructivism and the Zone of Proximal Development.It helps students complete the process of meaning-constructing through five steps which are providing scaffolds,entering the situation,independent explorations,collaborative learning and application of evaluation.The research questions in this thesis are:1)Whether reading learners can take advantage of the Scaffolding Instruction.2)And the ultimate aim of the research is to find an appropriate way to study the relationship between scaffolds provided by teachers for students and the interactions among them.3)Discuss how to set up a more creative and free atmosphere through group work with the teacher's help.In order to answer the three questions,the research applied a semester's experiment.It started in September,2016.The research methods utilized in this thesis are literature research method,questionnaire method,experimental method and interview method.Two parallel classes of Grade 2 from the Zhengzhou No.24 Middle School were selected as control class and experiment class.The author collected data by the means of tests,questionnaires and interview and analyzed the data by using SPSS 20.0 to study the feasibility of apply the Scaffolding Instruction in senior high school English reading class.In post-test,the sig(2-tailed)is 0.000 lower than 0.05,which shows that there is a significant difference between EC and CC in the test of reading.And in the post-questionnaire on students' interest,the sig(2-tailed)is lower than 0.05,too.So the results indicate that the Scaffolding Instruction is helpful to improve students' reading ability.It not only improves students' reading interests but also increases their overall English score.Thus,the Scaffolding Instruction can be utilized in English reading teaching of senior high school.However,no teaching method is perfect.The author also talks about the problems and limitations of the research and gives some suggestions for future researches.