An Empirical Study On The Application Of Scaffolding Instruction To The English Writing In Rural Junior High School

As we all know, writing takes up 15 points in senior high school entrance examination. And the students’ writing ability requirements are getting higher and higher. However, we can easy to find that teachers still say too much in English writing classes and students only write them down without thinking and discussion. As an English teacher in a rural junior high school, writer find that these students are afraid of writing, so they can do nothing in writing part of the exam. As a result, most of the junior students are learning passively and show poor learning efficiency. This focuses writer to find out a way to change this phenomenon. So it is necessary for us to change the situation, the thesis tries to borrow the outcome of Scaffolding Instruction and to make an application study on its use in the English Writing in rural junior high school. This study was given to two classes of students from grade eight. 36 students in Class 3 are the EC(experimental class) and another 36 students in Class 1 are the CC(control class). According to the experimental data comparison of EC and CC, this study is trying to find out whether Scaffolding Instruction can produce effects on junior high school students’ writing motivations, writing skills and writing scores. Furthermore, this study is also trying to find out how to apply Scaffolding Instruction into writing classes. I believe that this study will promote the way to teach English writing.There are five chapters in this paper, discussing the influence and significance of writing teaching under the guiding of scaffolding instruction. The author believes that it has an important role in improving students’ writing ability in rural junior high school. The first chapter is mainly about the analysis of the requirements of rural junior high school entrance exam to the English writing, and it is also analyzing the current real situation of rural students’ writing and teachers’ teaching according to the Teaching program of English. As to the rural students, they are not interested in English composition. They did not master enough writing skills, and they have the influence of the native language in writing. Besides, the ways of thinking are relatively narrow and lacking of vocabulary is also the influence. The main problem of teachers of composition teaching is reflected in the lacking of students’ writing ability cultivation, the students’ writing thinking and guiding skills are not enough, and they have few effective and objective evaluation methods. The second chapter mainly about the exposition of Constructivism Learning,analysis Scaffolding Instruction to English writing in junior high school. The third chapter is an Empirical Study. In this chapter, writer describes the whole empirical study in details. The fourth chapter is about the data analysis and discussion. The fifth chapter is about the advantages, disadvantages and problems. And the author gives us some advice and shows the bright future and confidence as well. In this study, it is possible to analyze how Scaffolding Instruction will promote rural students’ writing skills, which also can serve as a summary of the implications and current problems for teachers’ writing teaching and to improve their old-fashioned strategies.