A Study On The Role Of Scaffolding Instruction In Developing Rural Senior High School Students’ English Reading Autonomy

The teaching of English reading is an important part of the teaching of English.However,there are still some problems of teaching English reading in rural senior high schools.For instance,some English teachers still adopt traditional teaching methods and they more emphasize the teaching of vocabularies and the teaching of grammar.They ignore the roles of students during the learning process.Some English teachers don’t pay attention to the teaching of reading strategies.If these teaching problems are not solved,students will lose their interest in English reading.Therefore,it is difficult for rural senior high school students to develop their reading autonomy.Scaffolding instruction based on constructivism to some extent solved the teaching problems of English teaching,such as the lack of English reading,teachers lacking the design of interesting activities,and the lack of designing the post-reading activities.Based on the background,the author wants to discuss three questions.Firstly,what’s the current situation of rural senior high school students’ English reading autonomy? Secondly,what effects does scaffolding instruction have on the development of rural senior high school students’ English reading autonomy? Thirdly,how scaffolding instruction can have affects on rural senior high school students’ English reading autonomy?To answer the three questions,the author conducted an experiment for three months at Nanba Middle School Xuanhan County,Sichuan Province.The subjects were the students of class 13,senior two.They were taught by the author.Before the application of scaffolding instruction,to collect information of the current situation of rural senior high school students’ English reading autonomy,the author observed English classes,had interview with English teachers and students,and asked subjects to fulfill questionnaire to know the current situation of rural senior high school students’ English reading autonomy.After the application of scaffolding instruction,the author analyzed the data of post-questionnaire with SPSS,finding that the current situation of rural senior high school students’ English reading autonomy is not satisfying,scaffolding instruction having effects on students’ English reading autonomy as well as their English reading competence,and the ways of scaffolding instruction having effects on developing students’ reading autonomy mainly relying on the roles of teachers(guider,monitor,provider of the feedback),which are adjusted according to the teaching procedures and the involvement of students.Based on the above information,the author wants to give some suggestions.First,teacher should adjust their roles according to the teaching procedures.Second,teachers should adopt the multiple teaching methods to arouse students’ English reading,and provided the necessary cultural knowledge to students.And third,teachers should teach students’ English reading strategies and monitor students to use these strategies so that students can develop the English reading autonomy.