The Application Of Scaffolding Instruction To Elementary English Writing Class

English writing is indispensable in both fields of language teaching and learning.It’s also the comprehensive reflection of students’ logical thinking.Therefore,the students’ writing ability will be raised to a higher demand in the stage of compulsory education.It can help students to enrich their language in their English writing in further study if they learn how to write well in the stage of compulsory education.However,for some objective reasons,English wiring teaching hasn’t been well developed along the direction of the reform.In English writing teaching,most teachers prefer to adopt the product writing approach,that is,taking imitation as the main method,paying much attention to the presentation of writing results and the correctness of grammar structure,but ignoring the difficulties that students may encounter in the process of writing.Based on this situation,the author attempts to propose the combination of scaffolding instruction with English writing teaching in this thesis,to see whether it can help open up a new situation for Elementary English writing teaching.In this thesis,the following hypotheses are going to be testified:(1)How can scaffolding instruction help improve students’ writing proficiency through cooperation in groups?(2)How can scaffolding instruction help improve the students’ writing strategies through drafting?The empirical method is used in this thesis to verify the application of scaffolding instruction to English elementary writing teaching and students’ achievements.This study took 80 students from two different classes of Grade Seven in a middle school in Zhongshan city as the experimental subjects and conducted a writing teaching experiment for 19 weeks.One of these 2 classes was randomly selected as the control class.In this class,the author mainly used the traditional method to guide their English writing.The other class was selected as the experimental class,and the scaffolding instruction was used for their English writing guidance.The questionnaires,observation,pre-test and post-test were used in the experiment.In the pre-test and post-test,the author collected the students’ score and analyzed their writing level.In the process of the experiment,the teacher in the 2 classes,the teaching periods as well as the teaching materials were the same except for the teaching methods.The author hopes to find out the influence of scaffolding instruction on students’ writing level,so as to improve students’ English writing ability through this experiment.The author collected the data and then analyzed the data as soon as the results of the writing tests and the result of the questionnaires came out.The conclusions came out as follows:(1)Compared with product writing approach,the scaffolding instruction plays a positive role in improving the accuracy,complexity and fluency of students’ English writing through group cooperation.Students can gradually use the supports that the teacher gives when they are writing,what’s more,they can complete the topic writing better than ever while they are communicating with peers in groups.It can help to facilitate the students’ writing proficiency.(2)With the guidance of scaffolding instruction,students will consider how to use the words,phrases,and sentences before writing a composition,what’s more,they will write it down in a better way.Also,they will modify the composition for many times until they are satisfied with it.Their writing strategies have improved.