An Experimental Study On Effects Of Scaffolding Instruction On Students’ English Reading Literacy In Secondary Vocational Schools

Reading has assumed considerable importance in language learning,not surprisingly,the emerging consensus around reading is a sign that the improvement of students’ reading ability and reading character are of great concern in the whole society.Secondary vocational education is supposed to cultivate billions of high-qualified and high-skilled composite talents who working in the front line of production and service,with a heavy burden of responsibility.To conduct sustainable development,in the cultivation of talents,the teacher should always consider reading ability development,reading habits,experience,attitudes,and professional ethics cultivation as primary task during the academic year.As the curriculum reform proceeding in more depth,the researchers both at home and abroad attempt to demonstrate and conduct theoretical and experimental study on English reading to cultivate students’ reading literacy.The scaffolding instruction,one of the more advanced teaching method,has steadily grown in importance as a subject of foreign language research.The present research focus is concentrated around vocabulary and spoken language at the university and primary school levels,but there are relatively few researches on English reading teaching in secondary vocational schools.Experts and scholars are eager to explore how to effectively perform scaffolding instruction in secondary vocational classrooms,as well as whether it may improve students’ reading ability and reading character.Therefore,when finishing teaching experiment this study willing to respond the following two research questions:1.What are the effects of scaffolding instruction on secondary vocational students’ English reading ability?2.What are the effects of scaffolding instruction on secondary vocational students’ English reading character?To answer above questions,the author expects to conduct a teaching experiment,and it is planned to select two classes from a vocational school in Qingxu county as the experimental subjects.All aspects of two classes make no difference apart from the number of students.The EG adopts scaffolding instruction,whereas the CG still adopts the PWP method.The experimental period seems to last for three months,with research instruments contained tests,questionnaire and interview.The author analyzes the data with the help of SPSS22.0 when the experiment finished.Overwhelmingly,the implication of results is that the distinct change in reading performance of students in the EG and the CG occurred,further indicates scaffolding instruction would contribute to students’ reading ability and healthy reading habits,and gradually augment students’ reading experience.Therefore,scaffolding instruction is feasible in English reading teaching for secondary vocational school students.Finally,the author reflects on the shortcomings,and makes some suggestions for future reading instruction and research.