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

As one of the four basic skills of language communication,writing can objectively reflect students’ language application and expression skills.Among the many factors that measure English writing ability,complexity,accuracy and fluency occupy an important position.The New Curriculum Standard of English for Senior High School published in 2017 requires higher English writing ability.The proportion and difficulty of English writing in the college entrance examination also gradually increases.However,the English writing level of senior high school students is not optimistic.Therefore,it is necessary to explore effective senior high school English writing teaching model in order to improve high school students’ English writing ability.In order to explore the effect of Scaffolding Instruction on senior high school students’ English writing ability and English writing anxiety,this study takes a high school in Z city as an experimental school to design a five-step Scaffolding teaching process for a fourteenweek teaching experiment.Three measures are used: complexity,accuracy and fluency.Supplemented by questionnaires and interviews,the study aims to find out:(1)How does Scaffolding Instruction affect senior high school students’ English writing ability(accuracy,fluency,complexity)?(2)How does Scaffolding Instruction affect senior high school students’ English writing anxiety(classroom teaching anxiety,concept anxiety,avoidance behaviors,self-confidence anxiety)?The conclusions are as follows: Firstly,in terms of the effect on senior high school students’ English writing ability,Scaffolding Instruction has a positive effect on senior high school students’ English writing ability(accuracy,fluency and complexity).Scaffolding Instruction effectively improves the English writing ability of senior high school students,especially in terms of accuracy and fluency.Among them,the ratio of the number of errorfree T-units to T-units(EFT/ T)and the ratio of the number of words in error-free T-units to the total number of words(WEFT/ TW)increased significantly,and the ratio of the number of errors and T-units(E/ T)increased slightly.The ratio of the total number of words to the number of error-free T-units(W/ EFT),the ratio of the total number of words to the number of T-units(W/ T),and the ratio of the total number of words to the number of clauses(W/ C)increased significantly.The ratio of the total number of clauses to the number of T-units(C/ T)increased significantly,and the ratio of the total number of dependent clauses to the total number of clauses(DC/ C)did not change significantly.Secondly,in terms of the effect on senior high school students’ English writing anxiety,Scaffolding Instruction effectively reduce students’ English writing anxiety.Among them,self-confidence anxiety and avoidance behaviors significantly decline,followed by classroom teaching anxiety and concept anxiety.This study focuses on the changes and characteristics of three specific indicators in students’ English writing,reveals the impact of Scaffolding Instruction on student’ English writing(complexity,accuracy and fluency),points out the impact of Scaffolding Instruction on students’ English writing anxiety,and has a positive guiding significance to the current teaching of English writing classes.