An Action Research On The Application Of Scaffolding Teaching Method To English Writing Teaching In Senior High School

Writing is a very important skill for language learners.The English Curriculum Standards for Senior High School(2017 Edition,2020 Revision)points out that writing is an important form of communication in written expression.It is used to convey information and communicate feelings,and the development of writing ability is one of the purposes of English teaching.However,due to various reasons,current situation of students’ writing is not satisfactory.Nowadays,there are many problems in our senior high school English writing classroom,including teachers’ single way of teaching,most of them only focus on the result but lack of process guidance and learning method guidance,students lack confidence and interest in English writing and the text structure of students’ writing is vague and lack of logic.All these reasons make it difficult to improve students’ writing ability.Therefore,how to improve senior high school students’ English writing ability is the most urgent task for English teachers.The scaffolding teaching method is a teaching mode guided by constructivist theory,which constructs a certain conceptual framework for students and helps them to explore independently and construct their knowledge beforehand,so as to cultivate students’ awareness and ability of independent learning.In order to investigate whether the scaffolding teaching method can have a positive impact on senior high school English writing,this study applies the scaffolding teaching method to senior high school English writing teaching and conducts an 18-week action research on 50 senior high school students in the Sixth Senior High School of Xinyang City,which mainly explored the following three questions:(1)What is the influence of the scaffolding teaching method on senior high school students’ vocabulary ability in English writing?(2)How does the scaffolding teaching method affect students’ grammar ability in English writing?(3)What is the impact of the scaffolding teaching method on senior high school students’ coherence of text structure ability in English writing?This 18-week study is divided into two rounds of action research: the first round focuses on the exploration of applying the scaffolding teaching method to senior high school English writing classes,while the second round centers on its improvement and enhancement.Throughout the study,two questionnaires,three interviews,and two tests are administered,with the data analyzed using SPSS 24.0 and Excel.The results demonstrate that the scaffolding teaching method positively impacts senior high school English writing in terms of vocabulary,grammar,and coherence of text structure.After the implementation of the scaffolding teaching method,students’ English writing exhibited the following changes:(1)In vocabulary,they increased the use of complex words,reduced vocabulary spelling mistakes,and better adapted to the correct parts of speech.(2)In terms of grammar,students demonstrated an increased frequency of complex grammar application.(3)Regarding coherence of text structure,students used more logical connectives and enhanced the structure of their compositions.These findings indicate that the scaffolding teaching method can effectively improve senior high school students’ English writing abilities within a certain scope.Based on the above findings,three teaching suggestions can be drawn from senior high school English writing teaching after applied the scaffolding teaching method.The teaching should be prepared to set up close to the real learning situation before teaching,the teaching process should focus on stimulating students’ interest in learning,and the teaching should be actively reflected on the teaching effect and adjusted the scaffold in time after teaching.