| Vocabulary is the foundation of learning English.In fact,many English learners state that they have studied English for a long time,but their English level has not been improved too much.With the continuous development of society,especially after the new curriculum reform,students need to master more and more knowledge.The traditional teacher-led English classroom model can not meet the teaching needs,students need a more effective,freer and opener teaching model to stimulate their subjective initiative,so as to achieve a better learning effect.The scaffolding instruction,as a new teaching method,can effectively improve students’ independent exploration and cooperative learning,and is of great help to junior high school English vocabulary learning.The scaffolding instruction is developed from the theory of Constructivism and the theory of Zone of Proximal Development,combined with schema theory,and this paper attempts to find a scaffold for junior high students and create a suitable context for English vocabulary teaching,thereby improving junior high students’ vocabulary level and improving their English vocabulary strategies.In this study,a variety of research instruments such as tests,scales and interviews are adopted,and 5 months of teaching experiments are conducted in 100 students of two parallel classes in grade eight of Xian Tieyi Binhe School.The S1-4 is an experimental class,and the English vocabulary teaching is carried out under the guidance of the scaffolding instruction.It mainly adopts professor He Kekang’s(1997,74-81)five steps of scaffolding instruction-construct the scaffold,enter the scene,explore independently,learn cooperatively,evaluate the effect.The S1-5 is used as the controlled class,and the traditional vocabulary teaching method is adopted.Namely,read the words,get the meaning,remember the words,make out some key words,translate the sentence in textbook,recite the words.The purpose of this study is to solve three questions:1)What influence does scaffolding instruction have on English vocabulary teaching in junior high school?2)How can the scaffolding instruction be effectively used to facilitate English vocabulary teaching in junior high school?3)What effect does scaffolding instruction have on junior high school English vocabulary learning strategies?This paper uses SPSS(25.0)to carry out the independent sample t-test and paired sample t-test and then analyze the vocabulary test data and scale data collected before and after the experiment.The results show that the vocabulary level of the experimental class students is significantly better than that of the controlled class students(improved 50 points).Besides,the English vocabulary learning strategies of the experimental class students have improved significantly after the experiment.According to the relevant data analysis results,the following conclusions can be drawn from this study:scaffolding instruction can not only effectively improve the English vocabulary level of junior high school students,but also can effectively improve their English vocabulary learning strategies.What’s more,the paper puts forward the corresponding teaching steps and suggestions on the application of scaffolding instruction in junior high school’English vocabulary teaching.At the same time,the author hopes to provide some useful reference for the application of scaffolding instruction in junior high school’s English vocabulary teaching. |
