On The Application Of "Scaffolding Instruction"in Vocational College English Teaching

Scaffolding instruction, as a constructivist teaching theory, attracts more and more attention of domestic and overseas educators and researchers in recent years. In this study, the scaffolding instruction theory is applied to vocational college English teaching in order to explore whether it is applicable and how much it is applicable.Through literature review, this study gives a systematic and comprehensive analysis of scaffolding instruction theory, by extension, of the necessity and feasibility of scaffolding instruction applied in vocational college English teaching. According to the survey of the higher vocational students and teachers, this study analyzes the current state of vocational college English teaching. Integrated with daily study and research, this study makes a conclusion that vocational college English teaching needs a reform of teaching methods and scaffolding instruction is suitable to be carried out in vocational college English teaching. Further into the practice, this paper discusses the forms of scaffolding instruction proper in vocational college English teaching and the guidelines should be noted in classroom teaching. On the basis of practice and daily research, this paper proposes a teaching method of scaffolding instruction in vocational college English----"five, four, three method", that is, five links (scaffold construction, into the context, independent exploration, cooperative learning, effect evaluation), four factors (context, cooperation, conversation and meaning construction),and three phases (preparation, presentation and production).Two experiments (single class and a one-semester experiment) is used to test the effect of scaffolding instruction in vocational college English teaching. With the analysis of experimental data and investigation results, the significance and role of scaffolding instruction applied in vocational college English teaching and the problems should be paid attention to during implementation of scaffolding instruction. In addition, based on teaching practice and experimental studies, this study puts forward an evaluation system could be used in vocational college English teaching, as well as a simple scaffold database of vocational college English for students to get. This study demonstrates the applicability and the positive impact of scaffolding instruction for vocational college English teaching, suggests a simple evaluation system and database for scaffolding instruction in vocational college English. Although there are still many shortcomings, it is the hope that this study can provide vocational college English teachers with some reference, so that it could be helpful to cultivate vocational college students with high comprehensive ability meeting the needs of today’s society.