A Study On The Application Of Scaffolding To Senior High School English Writing Teaching

Nowadays,the new National English Curriculum Standards of Senior High School advocates students express their thoughts and improve their English learning ability by various activities and flexible learning methods(MOE,2020).However,the current situation of English writing teaching approach can’t meet the requirement of it.Students gain knowledge passively instead of initiatively and they lack writing interests and motivation.They can’t use writing strategies as well as expressions properly,which can influence their writing performance.Therefore,how to improve English writing teaching approach and improve students’ English writing ability has become an essential problem.Scaffolding advocates student-oriented and teacher-guided model for completing students’ learning tasks.This study applies scaffolding to English writing teaching in senior high school,discusses the impact of it on senior high school students’ English writing,and then make some reasonable suggestions for senior high school English writing teaching.The present study attempts to answer the following three research questions:(1)What effects does scaffolding have on senior high school students’ English writing performance?(2)What effects does scaffolding have on senior high school students’ English writing strategies?(3)What is the perception of senior high school students of the application of scaffolding in English writing teaching? In this study,students from two parallel classes of the first grade of a senior high school in Linfen City were used as research subjects to conduct experimental research and collect relevant data.In terms of writing teaching,the author used scaffolding in the experimental class,while traditional teaching approach in the control class.Before the experiment,the questionnaire was given to the experimental class in order to investigate the current situation of students’ writing,the use of writing strategies,and perception of the teaching approaches.Before and after the experiment,the writing tests were conducted for the experimental class and the control class respectively.The results of the writing tests were compared and analyzed to demonstrated the effectiveness and feasibility of scaffolding applied to English writing teaching in senior high school.The study finds that in the high school English writing teaching under scaffolding,students’ English writing performances are greatly improved.Scaffolding can fully develop students learning initiative,positive thinking and independent exploration skills in the classroom.Students in the experimental class are more capable of using various writing strategies in terms of writing content,structure and grammar.Their English writing strategies are used more flexibly and frequently.What’s more,students strongly identify with the benefits of student-centered classes,and they maintain a positive attitude towards scaffolding.By the communication and interaction in the classroom,scaffolding can also cultivate their ability to communicate and cooperate with others.All of the results intuitively demonstrate the effectiveness of applying scaffolding to English writing teaching.Finally,some implications are summarized and a few limitations and suggestions are presented by the author,hoping to provide some references for senior high school English writing teaching.