Cultivating Self-directed English Learning Ability Of Students With Ld- A Study By Scaffolding Instruction

Researchers abroad and at home have done a lot of researches about scaffolding instruction, self-directed learning and students with LD separately. But little research has been done to apply scaffolding instruction to develop students'self-directed learning ability and even less similar study has been done to students with LD. So the author of the thesis attempts to improve self-directed learning ability of students with LD by the help of a scaffolding answer sheet in the process of instruction and has put forward two hypotheses. The Hypotheses of the study are scaffolding instruction can help students with LD (learning difficulties) to improve their self-directed learning ability; scaffolds in the form of answer sheet may help students with LD in their self-directed learning.The experiment lasts 4 months. During this period, the conductor applies scaffolding instruction in the experimental class and the traditional instruction in the controlled class. Before the experiment, the conductor investigates the level of students'self-directed English learning ability, their difficulties in self-directed English learning and their self-directed English learning proficiency. Due to the results of the investigation, scaffolds are designed carefully and scaffolding instruction is implemented. After the experiment, students'self-directed learning ability and proficiency are tested and pre and post data are analyzed by SPSS software.The results proves that scaffolding instruction in the study is effective, students'self-directed English learning ability and proficiency are improved and students'ability of using learning strategies is improved most significantly.