An Empirical Study Of English Writing Teaching Based On Scaffolding Instruction In Junior High Schools

The scaffolding instruction emphasizes the value of “student-oriented”. And its purpose is to achieve the construction of information’s significance, improve students’ learning ability and interest and effectively achieve the interaction of teaching and learning according to using scaffolding, situation and other factors. According to the literature review, the scaffolding instruction has been developed maturely on abroad. What’s more, it is permeating more fields.And the research on the instruction is beginning in China. There are still limitations in the aspect of empirical researches and theoretical studies. Most of the writing researches pay attention to students writing level but ignore the role of students and teacher and teaching model. By analyzing the English writing and curriculum requirements in junior high school, the purpose of the research is to explore an English writing teaching model which is suitable for junior high school students on the basis of scaffolding instruction. The questions in the study are designed from the aspects of students’ English writing level, interest, strategy as well as the role of students and teacher.With the aid of qualitative investigation and quantitative investigation, the effect of scaffolding instruction was analyzed. The research was conducted in Linqu and it lasted eight weeks. The participants were in a junior high school who were from two parallel classes and were divided into experimental class and control class in random. Writing teaching model based on scaffolding instruction was conducted in experimental class and traditional teaching method was taught in control class. Two classes joined the pre-test and post-test and only the experimental class was confronted with questionnaire before and after the research. The data from questionnaire and test were analyzed by SPSS(16.0).The data present that there is obvious difference between two classes(P<0.05). Besides,students’ confidence and strategy improve along with the carrying of the experiment. In addition,the role of students and the teacher has changed a lot. From the analysis, there are three factors which account for the conclusion of the research. By comparing the efficiency between two teaching models, the teaching model based on scaffolding instruction can improve students’ writing level. Students can make full use of outline, self evaluation as well as team evaluation.The change about the role of students and the teacher can be seen from the following aspects:first, instead of the teacher-centered study, the teacher shifts the role as the authority to the facilitator and provides scaffolding in time; second, activities in class provide more chance of interactions between their peers and teacher; third, the learning situation in class becomes to be active.In light of related theories and experimental researches, the study explores the English writing model on the basis of the scaffolding instruction. The study is significant in respects of research perspective and contents. It pays attention to the close relationship between writing and textbook, and the role of students and teacher. There are still some deficiencies in the study.However, it has got effective goals. And it can inspire more researchers to make more studies in the future.