The Application Of Scaffolding Instruction In English Writing Teaching Of Senior High School

Writing, as one of the basic skills in English learning, plays an important part in the National Matriculation English Test. However, English writing is a weak point for the students at senior high schools. There are some problems existing in the teaching of English writing. How to enhance students' English writing ability has long been a common concern for English teachers. Faced with this situation, the author tries to study the application of scaffolding instruction to English writing teaching in senior high schools to improve students' English writing ability. Scaffolding instruction is based on constructivism and the Zone of Proximal Development. The teacher acts as a promoter, a guider and a cooperator in the process of scaffolding instruction. It is a student-centered teaching form, which conforms with the demand of New English Curriculum Standards. The research questions in this thesis are:1.What effects does scaffolding instruction have on students' English writing psychology and their English writing habits?2.What effects does scaffolding instruction have on students' English writing ability?In order to answer these two questions, the author applies qualitative research and quantitative research. The research methods employed in this paper include literature research method, questionnaire method, experimental method and interview method. The research subjects are 120 students from two parallel classes in Senior Grade Two of Biyang Middle School. Class One is selected as the experimental group, and Class Two is the control group. Before the teaching experiment, the author carries out the pre-questionnaire and pre-test in the two classes to get a general idea about the status quo of the students' English writing. In the following four months, the author teaches the students English writing using scaffolding instruction in the experimental class, while the traditional method is applied in the control class. After the teaching experiment, the author carries out the post-questionnaire and post-test in the two classes and interviews some students in the experimental class. Through the analysis of the questionnaires and tests in the two classes by using SPSS20.0 software and the analysis of the interview in the experimental class, the author mainly draws the following conclusions: 1. Compared with the traditional English writing teaching method, scaffolding instruction is more beneficial to improving students' interest in English writing. It can change students' attitudes toward English writing and help them form good English writing habits. 2. Scaffolding instruction can improve students' English writing ability.This thesis consists of six chapters. Chapter One is a brief introduction of this thesis. Chapter Two is the literature review including the previous studies on writing teaching and scaffolding instruction abroad and at home. Chapter Three is the theoretical framework including constructivism theory and the Zone of Proximal Development. Chapter Four is the research design including research subjects, research instruments and research procedures. Chapter Five is the data analysis including the analysis of questionnaires, the analysis of tests and the analysis of the interview. Chapter Six is the conclusion including major findings, pedagogical implications, research limitations and suggestions for further researches.