The Application Of Scaffolding Theory In English Writing Teaching For Senior Grade In Primary Schools

English writing is one of the manifestations of language expression ability.It is not only an important index to measure the comprehensive quality of students’ English,but also an important standard to measure students’ language ability.English writing in the senior grades of elementary school is a short English composition that meets the requirements of grammar and logic in different sentence patterns with appropriate English words and correct sentences based on the information given by the subject,pictures,core vocabulary and other information.In recent years,the requirements for the difficulty of English writing have been on the rise,and there is a common phenomenon among senior grade students in elementary schools that they feel difficult to write in English.The main reasons are: the confinement of the traditional teaching mode;the single evaluation of students’ writing;the students’ lack of interest in learning English writing;and the lack of background knowledge related to English writing,etc.Therefore,the teaching of English writing in the senior grades of elementary school has not only become one of the teaching priorities of the English subject,but also one of the teaching difficulties.How to improve the effectiveness of English writing teaching in the senior grades of primary school is extremely urgent.This thesis aims at exploring the effectiveness of scaffolding theory in English writing teaching for senior grade students in primary schools.It focuses on two research questions: 1.What is the impact of Scaffolding Theory on English writing teaching for senior grade students in primary schools? 2.How does teaching based on Scaffolding Theory improve the English writing ability of senior grade students in primary schools?Taking teachers and students of a primary school in C City as the subjects of interviews and experiments,this thesis makes an empirical study by implementing Scaffolding Theory teaching activities,and carrying out a 16-week teaching experiment.It is found in the interview that the English teachers in the primary school are not so familiar with Scaffolding Theory,and have rarely used it in their teaching,so most of them hold a neutral and wait-and-see attitude towards Scaffolding Theory.With the help of SPSS software(Version 25.0)both the data collected by questionnaire and the scores of writing test before and after the experiment have been compared and analyzed.The result shows as follows: 1.Scaffolding Theory is helpful to enhance the teaching effect of English writing for senior grade students in the primary school and able to enhance their interest in English writing;2.Scaffolding Theory can promote students’ self-exploration,thinking,self-determination and innovation in English writing,and moreover,their cooperative awareness in English writing has been trained.Students gain a sense of accomplishment in the whole English writing process,and their comprehensive level in English writing has been greatly improved.Based on the conclusion,this thesis comes up with some advice on English writing teaching for senior grade students in primary schools: 1.To stimulate students’ interest in writing and enrich their knowledge background;2.To strengthen the writing course training for English teachers in primary schools;3.Try to change the traditional mode of English writing teaching;4.To improve the evaluation system of English writing teaching in primary schools.