A Survey On The Application Of Scaffolding Strategy To The Teaching Of English Writing In Senior High School

Writing is an important part of English teaching in senior high school.Writing ability is one of the necessary expressive skills for students.At present,the writing ability of senior high school students is still a weak link in China,and teachers still face many problems in the teaching of English writing.Ordinary High School English Curriculum Standard(2018)points out that language skills include listening,speaking,reading,watching and writing skills.In terms of writing,it requires that students can choose appropriate discourse type,vocabulary and grammar structure according to the writing purpose,use words to describe personal experience and characteristics of things,and master the skills of conceiving,outlining and revising in writing.Scaffolding theory originates from Constructivism theory.With the gradual maturity of scaffolding theory,English teachers in senior high schools have increasingly applied scaffolding theory to the teaching of English writing.However,its application effect is still unknown.Therefore,how high school English teachers use various scaffolds to promote students' writing ability has become a topic worthy of study.In this research,according to the basic principle of scaffolding teaching,the author chose Jiaozuo No.11 Senior High School as the research site,and takes 42 English teachers in this school as the research subjects.The purpose of this study is to explore the current situation of the application of scaffolding in the teaching of English writing by these teachers.The following research questions are raised:(1)what types of scaffolds are frequently used in the teaching of English writing in senior high schools in Jiaozuo?(2)What are the influencing factors for high school English teachers to choose scaffolds in the teaching of English writing? Based on the above two research questions,this paper collects data through questionnaires,classroom observation and interviews.After analyzing the detailed data in the research,this paper draws the following conclusions:(1)High school English teachers use demonstration and suggestion scaffolds frequently in the teaching of writing,and use game scaffolds less.In addition,teachers in senior one use encouragement scaffolds more frequently.Teachers in senior two tend to use context scaffolds.Teachers in senior three widely use cooperation scaffolds.Overall,in the class that students have good grades,teachers tend to use demonstration,suggestion and cooperation scaffolds,while teachers in ordinary class tend to use demonstration,suggestion and context scaffolds.(2)The influencing factors behind the application status of the scaffolds are mainly from teachers,students and context.From the aspect of students,the main influencing factors are students' acceptance level and learning needs.From the aspect of teachers,the main influencing factors are teaching objectives and teachers' roles.In terms of context,the main factors include the school's policy and peer evaluation.This study is helpful to improve the rationality of scaffolding used by senior high school English teachers in the teaching of writing.Firstly,teachers should control the use of scaffolding and pay attention to the diversity of scaffolding.Secondly,teachers should focus on students' autonomous learning ability in the teaching of English writing,and attempt to use interactive scaffolding to attract students' learning interest.Finally,teachers should enrich their knowledge base of scaffolding,so as to ensure that they can flexibly use various scaffolds to improve teaching efficiency and promote students' writing ability.