A Study Of The Application Of Scaffolding Theory In English Writing Teaching In Junior High School

Writing is an important output skill for students and it is also a difficult point for them.By the observation in the former internship,the author found that the real situation of writing teaching is not satisfying in Junior High School.Students more intend to imitate and the teacher pays more attention to the correctness of grammar and the results of writing.In view of this situation,she applied scaffolding into English writing teaching,aiming to improve students' writing ability and change their attitude towards English writing.There are two research questions in the thesis: 1)What are the effects of the application of scaffolding in improving students' writing in Junior High School? 2)What are the changes of students' interest towards English writing? The subjects of the study were Grade One students in a junior high school.One was taken as the experimental class while the other was taken as the control class.She put scaffolding teaching in the experimental class and adopted the traditional writing teaching in the control class.The data were from pre-test,post test,questionnaires,and interview in the study.She explored the application effect of scaffolding theory in the writing teaching by analyzing data in SPSS 19.0.After a three-month scaffolding writing teaching,she concludes as follows: the students in the EC have made great improvement in English wring,especially the richness and coherence of content,the structure and logicality of the writing,the grammar of the writing and so on.Instead,the students in the CC haven't madeobvious improvement.The experiment also proves that scaffolding can mobilize students' enthusiasm in English writing,change their attitude towards wring,and arouse their interest in English wring.Thus,scaffolding writing teaching has a positive effect on students' writing learning.