An Exploratory Research On The Application Of Scaffolding Theory To The Teaching Of College English Reading

Scaffolding Instruction is a teaching strategy based on scaffolding theory, which helps students to plan,carry out and complete their learning through setting up scaffolds and specific situations. It was originated from the studies of Lev Vygotsky who created the"Zone of Proximal Development".This thesis aims to explore how Scaffolding Instruction foster their interest in learning College English, encourages them to develop the habit of thinking independently and exploring actively, develops their creative consciousness, as well as improves their comprehensive proficiency to use English. Scaffolding Instruction divides the learning process into five subsections: setting up a scaffold, situational teaching, independent exploration, cooperative learning and assessment of learning effects. The core of this teaching method is presented in two aspects. One is the effective interaction between the teacher and students, who will complete their learning tasks under the guidance of their teacher. In this process, not only the teacher plays the assistant role, but the student-centered teaching concept is also reflected. The other aspect is that the interaction between student and student in class, which will improve students'English ability in the course of communicative practice. Students scaffold and help each other, and learn from others'strong points to offset their own weaknesses. Three research questions are to be answered: (1) Does Scaffolding Instruction initiate students'interest in learning English? (2) Can application of Scaffolding Instruction to College English reading classroom enhance students'self-learning awareness? (3) How do students respond to this teaching method?The essays about the peer evaluations in the learning process and students'responses to Scaffolding Instruction are collected at the end of the semester for the analysis. This exploratory research shows that Scaffolding Instruction enables students to initiate their interest in learning English and develop their language skills. It increases students'learning efficiency as well as fully explores their potential. With the guidance of this teaching method, students get into the habit of thinking independently and exploring actively in a free and relaxing environment. The analysis also shows that students give positive feedback to this teaching method.