| Scaffolding instruction advocates student-oriented teaching mode,moreover,the scaffolding established and provided by teacher should cater for student’s learning need and their zone of proximal development,as to promote the construction of acquired knowledge as well as initiative in learning.With the perfection and maturity of Scaffolding Instruction,lots of researchers and scholars are attracted to the research of related exploration,meanwhile,the application of Scaffolding Instruction to writing teaching becomes generally popular among teachers.Therefore,the purpose of this thesis is to explore the mode of English writing teaching under the guidance of scaffolding instruction.This thesis focuses on the following three questions: 1)What are the main types of scaffolding applied by teachers in English writing class in senior high school? 2)What are the current distribution situations of main types of instructional scaffolding in English writing teaching in senior high school? 3)What are the factors that contribute to the selective use of scaffoldings? In order to answer these questions,a three-month research has been conducted among students and teachers of one middle school’s grade one from Tongliang.A total survey of 470 students and 10 teachers(90 students and 3 teachers form small class,180 students and 4 teachers from honor class,and 200 students as well as 3 teachers from normal class)are selected as the research participants.Meanwhile,class observation,questionnaires and interview are used as research instruments.In order to solve the first research question,the author has observed and attended English writing teaching class of 3 selected teachers(1 from small class,1 from honor class,and 1from normal class)to investigate the types of scaffolding applied in senior-high English writing class.On the basis of the conclusion,the author has totally observed 9 English writing classes,has assigned questionnaires to these 10 selected teachers and 470 students,and the mean and standard deviation are analyzed and discussed through SPSS.In addition,these teachers and 30 teachers have been interviewed to qualitatively analyze the influencing factors that contribute to the application of scaffolding.The survey demonstrates that teachers adopt diverse types of instructional scaffolding in English writing teaching,including demonstration scaffolding,game scaffolding,suggestion scaffolding,encouragement scaffolding,context scaffolding,cooperation scaffolding as well as game scaffolding.It also finds the current distribution situation is that among all the scaffolding types,demonstration scaffolding,suggestion scaffolding and encouragement scaffolding are dominant in English writing teaching.In addition,other three types of scaffolding play an indispensable and supplementary role,however,the frequency of game scaffolding is the minimum.Both teachers and students contribute to the choice and application of scaffolding instruction.In terms of students,their acceptability and learning need are the main concern,while as for the teacher,teaching aims and the role are important.Finally,the author proposes several suggestions for future research,in order to provide inspiration and highlight for further English writing teaching. |
