Research On The Application Of Scaffolding Instruction Into English Writing Teaching In Five-year Normal School

Listening, speaking, reading and writing, four kinds of skills are indispensable inEnglish. Writing is to reflect the students’ comprehensive abilities of using English; itis also an important symbol to measure students’ English level.However, traditionalwriting teaching method used in the five-year normal school has seriously hinderedthe development of students’ writing ability.In addition, students’ writing foundationis weak, and they have no interest in writing. Writing teaching is a pool of stagnantwater, lifeless. So in front of the normal school, the first task is to explore a suitablefor students and new method of teaching English writing.Scaffolding instruction is established in the zone of proximaldevelopment,social culture theory and constructivism theory.With the help ofteachers and other learners,the learning tasks are decomposed, and they build a“scaffold” for learners.The management of learning tasks are transferred graduallyfrom the teacher to the students themselves.Finally remove from the “scaffold”, letstudents explore independently.In this process of learning, students’ ability to solveproblems is improved, thereby confidence and independence are enhanced.It hasbeen confirmed that this teaching method in many western countries is an effectiveteaching method and widely used.But in China, especially the five-year normalschool, is little research about the application of scaffolding instruction.Therefore,this paper, the scaffolding instruction as the guidance, is to explore a suitable Englishwriting teaching method for five-year normal school.This paper briefly introduces the research background, purpose and significance,then analyzes the current English writing teaching problems in five-year normalschool and explores a suitable English writing teaching method, for students infive-year normal school. At the same time, it discusses detailed implementation planof scaffolding instruction in English writing teaching in normal schools, and proves iteffective and feasible, tries to provide some experience for five-year normal schoolwriting teaching reform. At the same time, it has proved that scaffolding instructioncan effectively improve students’ writing level, and enhance students’ interest inEnglish writing.The research objects,80students, in this study from Fen yang normal school, Lvliang University in Shanxi Province,10grade two classes (40students per class), are divided into the experimental class and the control class. Before the experiment, thefirst two classes have a writing test. During the teaching experiment, theexperimental class students will use scaffolding teaching while the control class is stillusing the traditional teaching methods. After the experiment, the two classes have atest again.SPSS10is used for statistical analysis of two times before and after thedata obtained by the students’ tests in the two classes, and combines the results ofquestionnaires and interviews for the qualitative analysis of experimental results, bythe way of questionnaire to test the students, an investigation is carried out in theinterest in writing before and after the experiment, The experimental results showedthat: firstly, the scaffolding teaching is an effective teaching method and improve thestudents’ writing ability. Secondly, the questionnaire showed that most students in theexperimental class interest in English writing was greatly increased. Therefore,application of scaffolding instruction in College English writing teaching is feasible.The author sincerely hopes that this study can help to improve normal school students’English writing ability, provide some empirical reference for the teachers of Englishwriting teaching in five-year normal school.