A Study On Application Of Scaffolding Instruction To English Listening Teaching In Junior High School

It is well known that English listening is an important part in English teaching.However,in conventional English teaching,teachers often pays less attention to students’ listening ability.More seriously,in the process of English listening teaching,there are often without enough teachers’ guide and situations created,which leads to students’ poor listening ability in communication.But listening accounts for 30 in every important exams in He Bei province in junior high school.That’s to say,it accounts for 25% at least.In view of this,the author of the thesis attempts to apply scaffolding instruction to English listening teaching to improve students’ listening ability.The exploration of this teaching model to the English listening in junior high school is rare.Therefore,it is of certain value for English teachers to apply this scaffolding model to English listening teaching in junior high school.The thesis will answer the questions as follows:1.To what extent the scaffolding instruction can increase students’ interest in learning English listening?2.To what extent does the scaffolding instruction can increase students’ English listening grades?Based on constructivism,proximal development zone and autonomous learning theory,the author of the thesis has taught listening with scaffolding in junior high school for 24 weeks.Participants are 100,50 in control class and 50 in experimental class.Its influence and effectiveness has already been verified by initiated experiments.The experimental data are collected with pre-test and post-test,questionnaire,interview and SPSS.The pre-test and post-test are 100 copies,and the interview are 30.The results embody that there is a significant difference between the experimental class and the control class.The average scores in experimental class is obviously higher than that in the control class in terms of the post-test.That’s to say,students’ listening scores is obviously improved after applying the scaffolding instruction.Besides,compared with the control class,students in the experimental class have more enthusiasm and initiative in practice in English listening.What’s more,an active classroom atmosphere is gradually formed in the experimental class where the application of scaffolding to English listening class can stimulate students’ interest in learning both listening and the whole English.More important is that scaffolding instruction has improved students’ English listening ability very much.These can be proved in the data collected information.